Primary Maths Problems Series: Book 2

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* Task cards for developing a range of maths problem solving strategies.

ctivities cover all k ey learning * A. key te of the maths curriculum. areas co

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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 668 X

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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 Make a model Draw a diagram Make a model Make a model Make a model Make a model Make a model Make a model

OUTCOME Identifies and represents useful shapes in construction.

Identifies lines within shapes.

Recognises and represents straight lines in construction.

Recognises and represents curved lines in construction.

Uses 2D shapes to construct a 3D model.

Constructs a 3D model for a purpose.

Visualises and constructs shapes using lines.

Makes simple models of 3D shapes.

Recognises useful shapes in construction.

Identifies and uses useful shapes for construction.

Identifies and uses symmetry for design purposes.

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Task 9: Towers Task 10: Symmetry

Make a model Draw a diagram

Task 11: Tessellating Tiles

Look for patterns Draw a diagram Task 12: The Aquarium Draw a diagram Task 13: Step It Out Act it out Write a statement Task 14: Local Map Write a statement Task 15: Lost!

Make a list Task 16: Stranded Calculate Task 17: Playground Draw a diagram Task 18: Lost Treasure Draw a diagram Task 19: Zoo Map Look for patterns Task 20: School Map Draw a diagram Task 21: Assessment Cubes Make a model Task 22: Assessment Draw a diagram Class Position

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Recognises and uses tessellating shapes for design purposes.

Uses and understands the language of location.

Uses and understands the language of location.

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TITLE Task 1: Bridges Task 2: Lines Task 3: Straight Lines Task 4: Curved Lines Task 5: Cylinders Task 6: Rabbit Hutch Task 7: Farmyards Task 8: Houses

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OUTCOME Selects appropriate operations and computation methods to solve problems involving numbers.

Uses knowledge of number to represent multiple numbers.

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Solves a problem using knowledge of number and number groups.

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Uses addition to solve number patterns.

Uses addition and multiplication facts to solve a problem.

Generates equations using set numbers and operations.

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Uses knowledge of multiplication and addition to solve a problem.

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Uses knowledge of division to solve a problem.

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

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

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PROBLEM CARDS: Number

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TITLE Task 1: The Cinema

STRATEGY Draw a diagram Calculate Task 2: Number Look for patterns Combinations Make a list Task 3: Emus and Wombats Draw a picture Estimate and check Task 4: Magic Squares Calculate Task 5: Goals and Points Estimate and check Task 6: Equations Make a list Calculate Task 7: 8 Km Run Calculate Look for patterns Task 8: Trip to the Museum Calculate Task 9: Street Numbers Look for patterns Task 10: High 5 Draw a diagram Look for patterns

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Visualises, finds and compares paths on simple maps.

Interprets and describes location using a compass.

Uses knowledge of space and number to solve a problem.

Visualises, designs and records features when making a simple map.

Uses compass points to interpret and describe direction.

Uses grid references to organise and locate items on a map.

Plans and draws simple maps of a familiar environment.

Uses 2D shapes to construct a 3D model.

Understands and demonstrates position in a familiar environment.

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Contents

PROBLEM CARDS: Number cont.

Task 11: Ordering Age Task 12: Guess The Ages Task 13: Bowling Task 14: Cricket

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Make a list Orders numbers for a purpose.

Look for patterns Uses a given rule to generate a sequence of numbers.

Make a list Generates equations for a purpose.

Make a list Uses knowledge of number facts and addition to solve a problem.

Calculate Task 15: Party Balloons Look for patterns Uses knowledge of number patterns and time to solve a problem.

Calculate; Draw a picture Task 16: Numbers All Around Make a list Recognises where numbers are commonly used.

Task 17: Working In Multiples Calculate Uses multiplication facts in various situations.

Task 18: Changing Numbers Make a list Recognises and manipulates the structure of whole numbers.

Task 19: Football Cards Look for patterns Uses knowledge of number patterns and money to solve a problem.

Calculate Task 20: Coin Combinations Calculate Uses knowledge of money to form combinations of amounts.

Make a list Task 21: Coin Donations Calculate Uses knowledge of money to form combinations of amounts.

Task 22: School Canteen Calculate Makes mental and written calculations involving money.

Task 23: Cake Stall Calculate Makes mental and written calculations involving money.

Task 24: Local Swimming Pool Calculate Makes mental and written calculations involving money.

Task 25: Fractions and Values Calculate Use knowledge of fractions in relation to money.

Look for patterns Task 26: Party Planning Draw a diagram Uses knowledge of numbers and fractions to solve a problem.

Task 27: Family Holiday Calculate Uses knowledge of numbers and fractions to solve a problem.

Look for patterns Task 28: Florist Look for patterns Uses knowledge of numbers and fractions to solve a problem.

Draw a diagram Task 29: 100 Metre Sprint Look for patterns Orders, writes and compares decimal numbers.

Calculate Task 30: Water Tank Look for patterns Uses knowledge of decimal numbers to solve a problem.

Calculate Assessment Task 31: Dice Combinations Make list Uses set numbers to generate equations.

Calculate Assessment Task 32: Ants and Spiders Look for patterns Solves a problem using knowledge of number and number groups.

Calculate

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TITLE Task 1: Bouncing Ball Task 2: Class Desks Task 3: Towers Task 4: Swings

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Task 5: Monkey Bars Task 6: Table Support Task 7: Class Photos Task 8: Running Tap Task 9: King’s Crowns

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STRATEGY Draw a diagram Est. and check Make a design Calculate Est. and check Make a design Est. and check Make a model Make a list Draw a picture Calculate Draw a picture

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PROBLEM CARDS: Measurement

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OUTCOME Uses knowledge of height and number to solve a problem.

Visualises and estimates informal units of measurement.

Measures height to nearest centimetre.

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Demonstrates knowledge of height and number.

Visualises, estimates and measures with metres for a purpose.

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Plans, measures and constructs in centimetres for a purpose.

Uses knowledge of height and number to solve a problem.

Identifies capacity of everyday objects.

Uses knowledge of time and capacity to solve a problem.

Demonstrates an understanding weight, capacity and water displacement.

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Calculate Demonstrates an understanding of mass. ..... page 45 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901 Task 11: Classroom Areas Act it out Estimates, compares and measures area using informal and formal units. ..... page 46 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901 Task 12: Juice Factory Est. and check Compares, estimates and uses knowledge of capacity to solve a problem. ..... page 46 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901

Contents

Calculate Make a list Write a statement Task 14: Right Angles Make a model Task 15: TV Cabinet Draw a diagram Task 16: Temperatures Act it out Write statement Task 17: Minutes Make a list Task 18: Swimming Laps Calculate Task 19: Train Timetable Make a list Task 20: Excursion Timetable Calculate Make a design Task 21: Assessment Act it out Metres Make a list Task 22: Assessment Make a list Bus Timetable

Identifies a range of attributes when solving aproblem.

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Demonstrates and uses knowledge of angles for design purposes.

Uses knowledge of angles to construct a design.

Predicts and demonstrates knowledge of temperature.

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Estimates and classifies duration of time.

Uses knowledge of time and distance to solve a problem.

Reads and workds out simple timetables.

Creates and demonstrates an understanding of calendars and timetables.

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Uses given information to construct a simple timetable.

PROBLEM CARDS: Chance and Data TITLE Task 1: Cards Task 2: Bike Raffle Task 3: Coloured Balls

STRATEGY Act it out Calculate Make a design Act it out Make a design Make a list Act it out Make a design Draw a table/graph Make a design Make a design Draw a diagram Draw a graph Make a design Draw a graph Write statement Make a list Draw a graph Draw a graph Draw a table Make a statement Draw a table Make a statement Draw a table Make a statement Draw a table Write a statement

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Task 13: Grouping People

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OUTCOME Demonstrates an understanding of chance.

Uses knowledge of chance, fractions and money to solve a problem.

Understands and designs simple chance experiments.

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Task 7: Using a Tally Task 8: Hot And Cold Task 9: School Crossing Task 10: Favourite Outfits Task 11: Travelling to School Task 12: Conducting Surveys

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Task 13: Label the Graph

Task 14: Trip Around Australia Task 15: Height Chart Task 16: Lunch Survey Task 17: Year 4B Sports Task 18: Summer Or Winter Task 19: Favourite Fruit

Understands and designs simple chance experiments for a purpose. ..... page 53 Demonstrates an understanding of the difference between likely and unlikely events. ... page 54 Identifies and records outcomes from simple chance experiments. ..... page 54

Uses a tally to summarise gathered information.

Gathers data and makes predictions for a purpose.

Determines appropriate procedures to collect information for a purpose.

Summarises data into simple diagrams.

Determines appropriate methods to collect and present information.

Determines appropriate procedures to collect information.

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Task 20: Reading Graphs Assessment Task 21: Possible/Impossible Make a list Assessment Task 22: Hair Colour Make a list Assessment Draw a table

Predicts and interprets data displayed in a simple graph.

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Task 4: Guessing Competition Task 5: Likely/Unlikely Task 6: Coloured Die

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Collates and presents information in a bar graph.

Understands and presents information in a line graph.

Plans and presents a simple survey to determine student preferences.

Interprets and uses Venn diagrams to summarise and present information.

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Interprets and uses two way tables to summarise and present information.

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Uses pictographs to summarise and present information.

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Extracts information from a graph.

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Demonstrates an understanding of the difference between likely and unlikely events.

Uses a tally to summarise gathered information.

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Curriculum Links

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

NEW SOUTH W ALES WALES Working Mathematically Questioning – WMS 2.1; Applying Strategies – WMS 2.2; Communicating – WMS 2.3; Reasoning – WMS 2.4; Reflecting – WMS 2.5 Number Whole Numbers – NS 2.1; Addition and Subtraction – NS 2.2 Multiplication and Division – NS 2.3; Fractions and Decimals – NS 2.4; Chance – NS 2.5 Patterns and Algebra – PAS 2.1 Data – DS 2.1 Space and Geometry Three-dimensional Space – SGS 2.1; Two-dimensional Space – SGS 2.2a, SGS 2.2b; Position – SGS 2.3 Measurement Length – MS 2.1; Area – MS 2.2; Mass – MS 2.4, Time – MS 2.5; Volume and Capacity – MS 2.3

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* Incorporates VELS: Number, Space, Measurement, Chance and Data, Structures and Working Mathematically.

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VICTORIA* Number 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 Space 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 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 Reasoning and Strategies Mathematical Reasoning – 2.3, 2.3, 2.4 Strategies for Investigation – 2.1, 2.2

QUEENSL AND QUEENSLAND Number Number Concepts – N 2.1 Addition and Subtraction – N 2.2 Multiplication and Division – N 2.3 Measurement Length, mass, area and volume – M 2.1 Time – M 2.2 Space Shape and Line – S 2.1 Location, Direction and Movement – S 2.2 Patterns and Algebra Patterns and Functions – PA 2.1 Equivalence and Equations – PA 2.2 Chance and Data Chance – CD 2.1; Data – CD 2.2

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N.T as. / A.C.T (National Cur riculum) N.T.. / TTas. Curriculum) Working Mathematically Investigating – 3.1; Using Problem Solving Strategies – 3.3; Applying and Verifying – 3.4; Using Mathematical Language – 3.5 Space Spatial Ideas – 2.7a, 2.7b; Visualising, Analysing and Representing Arrangements and Locations – 2.8; Visualising, Analysing and Representing Shapes – 2.9; Visualising, Analysing and Representing Movements and Transformations – 2.10 Number Count and Order – 2.11; Number Patterns – 2.12; Equations – 2.13; Applying Number – 2.14; Mental computation – 2.15; Written computation – 2.16; Calculators – 2.17 Measurement Choosing Units – 2.18; Measuring – 2.19; Estimating – 2.20; Time – 2.21; Using Relationships – 2.22 Chance and Data Understanding, Estimating and Measuring Chance Variation – 2.23; Collecting Data – 2.24; Organising Data – 2.25; Displaying and Summarising Data – 2.26; Interpreting Data – 2.27

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SOUTH AAUSTRALIA USTRALIA Exploring, Analysing and Modelling Data – 2.1, 2.2, 2.3 Pattern and Algebraic Reasoning – 2.9, 2.10, 2.11 Spatial Sense and Geometric Reasoning – 2.12, 2.13, 2.14 Number – 2.6, 2.7, 2.8 Measurement – 2.4, 2.5

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WESTERN AAUSTRALIA USTRALIA Working Mathematically Contextualise Mathematics – WM 2.1 Mathematical Strategies – WM 2.2 Reason Mathematically – WM 2.3 Apply and Verify – WM 2.4 Space Represent Location – S 2.1 Represent Shape – S 2.2 Represent Transformations – S 2.3 Reason Geometrically – S 2.4 Measurement Understand Units – M 2.1 Direct Measure – M 2.2 Estimate – M 2.3 Indirect Measure – M 2.4 Chance and Data Understand Chance – C&D 2.1 Collect and Organise Data – C&D 2.2 Summarise and Represent Data – C&D 2.3 Interpret Data – C&D 2.4 Number Understand Numbers – N 2.1 Understand Operations – N 2.2 Calculate – N 2.3 Reason About Number Patterns – N 2.4

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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

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Prior to presenting the cards, display a list of the strategies needed for solving problems 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:

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

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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.

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Two assessment task cards are located at the end of eache strand for teachers to c h r collect and assess. An assessment checklist is located at the end of the introductory e o t r s s section of this book for teachers u to p keepe ar record of the strategies and skills ASSESSMENT AND ANSWERS

students are using as they work through each problem card. There is also provision 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.

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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 and 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.

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Example:

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If Alex, who is 12 years old, is one quarter the age of his mother and father, half the age of his sister and double the age of his younger brother, how old are all the members of his family combined?

STEP 1: Read over the problem with the students and ask them to think about what the problem is asking them to do. As this is a two part problem, point out the following steps that need to be estimated and solved.

STEP 2: Work out the age of each member of the family, using Alex’s age to help.

E.g. mother and father are 12 x 4 = 48 (¼ of 48 = Alex’s age), his sister is 12 x 2 = 24 (½ of 24 = Alex’s age) and his younger brother is ½ of 12 = 6.

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

Therefore Alex’s mother and father are both 48 years old, his sister is 24 years old, his younger brother is 6 years old and Alex is 12 years old.

STEP 3: Add the ages of each member of his family to get the combined age.

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Draw a diagram/picture

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E.g. 48 + 48 + 24 + 12 + 6 = 138 years.

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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12 friends were at a party enjoying pizzas for a snack.

Each pizza had 8 slices. If 6 friends ate 4 slices each, 4 ate 3 slices each and 2 friends had 2 slices each, how many pizzas did they eat altogether?

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

STEP 2: Draw the number of slices of pizza mentioned or draw several pizzas and divide them into 8ths and shade the number of slices eaten.

STEP 3: Count up the number of pizzas eaten and record the answer. (The answer is 5 pizzas.)

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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:

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A gardener placed some patterned paving stones as shown below to form a path from the house to the washing line. If the pattern continued to grow what would the next three stones look like?

STEP 1: Read the problem, look for a pattern and think about how it would look if it continued.

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STEP 2: Draw another three blank paving stones and continue the increasing/decreasing pattern.

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© ReadyEdPubl i cat i ons Make a model •f orr evi ew pur posesonl y• Making a model works particularly well when dealing with problems related to shape and

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Example:

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space. Once again in order for students to visualise the problem it is often useful to construct it or make a model first. Materials such as blocks, 2D and 3D shapes, cubes, sticks, Plasticine, paper, etc. are all handy in representing shapes and structures in our world.

If Ben wanted to build a footbridge across a two metre wide stream, what would be the best shapes to use to make his bridge sturdy? Think about the supports, the main walking bridge and the arm rails needed.

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

STEP 2: Gather various 3D shape blocks and begin working on a structure that could theoretically support the weight of people as they cross a stream.

STEP 3: Build an example of a bridge. For example use large rectangular prisms for the base, longer flatter rectangular prisms for the walkway and triangles for the handrails.

ANSWER: The most effective shapes would be rectangular prisms and triangles.

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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 or 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:

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If you were to drop a small, bouncy ball from a height of two metres, how many bounces would it then take to come to a complete stop?

Teac he r

STEP 1: Read the problem and think about what it is asking. Most students would realise that this is an open-ended problem and therefore the solution would vary.

ew i ev Pr

STEP 2: Locate a bouncy ball and follow the problem by dropping it from a two metre height (a student standing on top a table may equate to two metres.)

STEP 3: Count the number of bounces until the ball comes to a stop. Repeat the problem/ experiment and compare answers.

Draw a table/graph

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 orr evi ew pur posesonl y•

Example:

Jessica has been swimming with the squad for 5 years and Alex for 18 months. Because of this Jessica is able to swim 1 lap in 30 seconds and Alex can swim 1 lap in 40 seconds. How long would it take Jessica to swim 10 laps compared to Alex?

m . u

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

w ww

STEP 2: Draw up a table comparing Jessica’s times and laps compared to Alex.

STEP 3: Read the table and write the solution. Jessica can swim 10 laps in 5 minutes compared to Alex who takes 6 mins and 40 secs to complete the 10 laps.

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JESSICA 30sec

10

ALEX

o c . che e r o t r s super 1 lap

40 sec

1 laps

60sec (1 min)

2 laps

80 sec

2 laps

90sec

3 laps

120 sec (1 min)

3 laps

120sec (2 min)

4 laps

160 sec

4 laps

150 sec

5 laps

200 sec

5 laps

180 sec (3 min)

6 laps

240 sec (4 min)

6 laps

210 sec

7 laps

280 sec

7 laps

240 sec (4 min)

8 laps

320 sec

8 laps

270 sec

9 laps

360 sec (6 min)

9 laps

300 sec (5 min)

10 laps

400 sec (6 m 40 s)

10 laps

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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 of problem gives us a good insight into a student’s knowledge and understanding of a presented topic.

Example:

Rainfall in Melbourne during Spring

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

The following graph appeared on the news last night during the weather report. Make a statement about what it is telling us.

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

EXAMPLE OF ANSWER: The graph shows Melbourne’s rainfall during the spring months.

September had the most rainfall with 75 mm, while only 43 mm of rain fell in October.

Make a list

ew i ev Pr

Teac he r

STEP 2: Look at the graph and the headings and write a statement.

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, etc. 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.

w ww

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Calculate

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© ReadyEdPubl i cat i ons •f orr evi ew pur poseso nl y• 2 3 5 10 5 3 2

Example: The following numbers appear on a dart board. Make a list of as many possible combinations of numbers you would need to hit in order to score 20.

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

STEP 2: Think about what possible number combinations add up to 20 and begin listing some of these equations.

Example of answer: 10+10, 10+5+5, 5+5+5+5, 10+2+2+3+3, 10+5+2+3, 2+2+2+2+2+2+2+2+2+2 5+5+5+2+3, 5+5+3+3+2+2

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

o c . che e r o t r s super

Example: Ben had $8.00 to spend at the school Mother’s Day stall. He bought a candle for $3.00, three chocolate hearts at 50c each, a bath bomb for $1.00 and a card for $1.00. How much money did he have left?

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

STEP 2: In order to determine the amount of money Ben has left, students would first need to calculate how much he has spent, then deduct this amount from his total of $8.00. Students may work out the calculations on paper, in their head or using a calculator.

STEP 3: Calculations. 1) $3.00 + 50c + 50c + 50c + $1.00 + $1.00 = $6.50 Note: Some students may note that 3 x 50c = $1.50 2) $8.00 - $6.50 = $1.50 Answer = Ben has $1.50 left.

11

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

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

ew i ev Pr

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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TASK

1

SHAPE AND SPACE (MEASUREMENT)

Bridges

SELF AS SES SMENT ASSES SESSMENT

Materials: •pencil •straws •sticky tape •scissors •2 chairs • ‘matchbox’ car

1

List what you believe are the best shapes to use when constructing a bridge.

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

• _____________________________ • ________________________________ • _____________________________ • ________________________________

ew i ev Pr

Use straws and sticky tape to construct a bridge sturdy enough to hold a ‘matchbox’ car. Place the bridge between two chairs with a distance of 20 cm.

Think about the best shapes to use to build the base and the sides of your bridge.

Teac he r

2

Challenge:

If your bridge needed to be 50 cm long, would you need to alter it?

Make notes on the back of this sheet.

© ReadyEdPubl i cat i ons SHAPE SPACE orr evi ew pur poses onAND l y • TASK•f Indicator Indicator:: Identifies and represents useful shapes in construction.

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Name three places you can see a horizontal line.

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1

Lines

SELF AS SES SMENT ASSES SESSMENT

Materials Materials: •pencil •paper

m . u

2

• ________________ •_________________ •________________

2

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o c .

• ________________ che•_________________ •________________ e r o t r many diagonal liness can s r u e p 3 How you draw inside a pentagon?

Name three places you can see a diagonal line.

(Note: from corner to corner.) _______________________

Challenge: How

many diagonal lines can you draw inside a hexagon? ______________

Indicator Indicator: Identifies lines within shapes.

13

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TASK

3

1

SHAPE AND SPACE

Straight lines

SELF AS SES SMENT ASSES SESSMENT

Materials Materials: •pipe cleaners or popsticks •pencil •ruler •4 toy cars (‘matchbox’ or ‘hot wheels’)

Name three straight lines you can see in the classroom.

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

• ________________ •_________________ •________________

ew i ev Pr

Teac he r

2

Using pipe cleaners or pop sticks, design a small garage that will hold up to four small toy cars using only straight lines. Draw your design below.

Challenge:

On the back of this sheet, name the types of lines and angles you used in your design.

© ReadyEdPubl i cat i ons SHAPE ANDl SPACE• orr evi ew pur pose son y TASK •f Indicator Indicator: Recognises and represents straight lines in construction.

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4 curved lines 1 Name three curved lines you can see in the classroom.

SELF AS SES SMENT ASSES SESSMENT

w ww

m . u

Materials Materials: •pipe cleaners •pencil

• ________________ •_________________ •________________

2

. te

Using pipe cleaners, design a small building using only curved lines. Draw your design below.

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

When designing a building, is it easier to use straight or curved lines?

Explain on the back of this sheet.

Indicator Indicator: Recognises and represents curved lines in construction.

14

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TASK

5

SHAPE AND SPACE

Cylinders

SELF AS SES SMENT ASSES SESSMENT

Materials Materials: •lightweight cardboard •pencil •scissors

1

What two shapes are needed to make a cylinder?

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

• _____________________________ • ________________________________

Make a cylinder using these shapes that is large enough to hold 20 pencils. Draw your pencil holder below.

Make a list of six things that are stored in cylinders. ____________ ____________ ____________

ew i ev Pr

Teac he r

2

_____________ _____________ _____________

© ReadyEdPubl i cat i ons SHAPE SPACE orr evi ew pur poses onAND l y • TASK•f Indicator Indicator: Uses 2D shapes to construct a 3D model.

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6

Rabbit Hutch

SELF AS SES SMENT ASSES SESSMENT

w ww

1

2

m . u

Material Material: •lightweight cardboard •pencil •scissors • sticky tape

For her birthday Natalie was given two rabbits. Natalie now needs to make her rabbits a home. Think about what would make the best shape for a rabbit hutch and create your design using some cardboard. Draw your design below.

. te

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

Name the 3D shape you used in your design. ___________________________________________

of two other things that are stored in this type of shape. _____________ _____________

Indicator Indicator: Constructs a 3D model for a purpose.

15

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TASK

7

farm yards

Materials Materials: •pop sticks •pencil

SELF AS SES SMENT ASSES SESSMENT

Farmer Joe wants to set up four equally sized yards for his farm animals. Using 12 popsticks, show Farmer Joe how many different ways he could do this. (Note: Each area should be connected by at least one fence.) Draw your designs below.

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

ew i ev Pr

Teac he r

1

SHAPE AND SPACE

Challenge:

Design a farmhouse using the same 12 popsticks. Draw your design on the back of this sheet.

© ReadyEdPubl i cat i ons ANDl SPACE• orr evi ew pur pose SHAPE son y TASK •f Indicator Indicator: Visualises and constructs shapes using lines.

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houses

Materials Materials: •matchsticks •Plasticine •pencil

SELF AS SES SMENT ASSES SESSMENT

What shapes did you find the most successful? Why?

m . u

Using matchsticks and Plasticine build a house that is sturdy.

w ww

8 1 2

. t e o ___________________________________________________ c . c e ___________________________________________________ her r o t s super What shapes were the least successful? Why? ___________________________________________________

3

___________________________________________ ___________________________________________ ___________________________________________ Indicator Indicator: Makes simple models of 3D shapes; Recognises useful shapes in construction.

16

Challenge:

Build a two-storey house using matchsticks and Plasticine.

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SHAPE AND SPACE

TASK

9 towers 1 Make a list of things that are made using a cube shape.

SELF AS SES SMENT ASSES SESSMENT

Materials Materials: •cubes •pencil

_______________________________________________________________

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

_______________________________________________________________

Using cubes, make the tallest tower you can. Describe and draw your design.

Challenge: Make a tower

ew i ev Pr

Teac he r

2

_______________________________________________________________

using a shape other than the cube. Which shape did you choose?

____________________

Was it better or worse than the cube?

____________________

© ReadyEdPubl i cat i ons SHAPE SPACE orr evi ew pur poses onAND l y • TASK•f Indicator Indicator: Identifies and uses useful shapes for construction.

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10 symmetry a list of things you can see in the classroom that are 1 Make symmetrical.

SELF AS SES SMENT ASSES SESSMENT

w ww

m . u

Materials Materials: •paper •pencil

_______________________________________________________________

. te

o c . che e r o t r s town developer wants s to u build ae town that is r p 2 Asymmetrical.

Challenge: The town will comprise of 10 shops, a _______________________________________________________________ _______________________________________________________________ _______________________________________________________________

library, a town hall, a police station, a small hospital, a swimming pool and a playground. Help the developer by drawing your design on a piece of paper.

Indicator Indicator: Identifies and uses symmetry for design purposes.

Using another sheet of paper, design and draw a symmetrical garden for the front of the town hall.

17

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TASK

11

tessellating tiles

Materials Materials: •pencils

SELF AS SES SMENT ASSES SESSMENT

Name some shapes that tessellate (join together without any gaps).

_______________________________________________________________

Name some shapes that do not tessellate.

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

_______________________________________________________________

The Smith family want to pave their outdoor area with tessellating tiles. Come up with two different tessellating patterns for the Smith’s to choose from. Draw your designs below. (Remember you may use more than 1 shape in each pattern.)

ew i ev Pr

Teac he r

1 2 3

SHAPE AND SPACE

Challenge:

What shape/s would you recommend for a tessellating pattern around a swimming pool the shape of an oval? Draw them on another sheet.

© ReadyEdPubl i cat i ons ANDl SPACE• orr evi ew pur pose SHAPE son y TASK •f Indicator Indicator: Recognises and uses tessellating shapes for design purposes.

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12 the aquarium Draw a rectangular prism aquarium containing the following: 1

SELF AS SES SMENT ASSES SESSMENT

m . u

Materials Materials: •paper •pencil

w ww

• 1 large white fish hiding in the green plant to the front right; • 4 small orange fish eating the food scattered on the surface of the water; • 2 middle-sized black fish swimming behind a frog statue to the back left; • 1 large striped fish swimming at the back right near the orange fish.

. te

o c . che e r o t r s super

Challenge:

Using another sheet of paper, design and draw your own aquarium. Use a different shape than the one above.

Indicator Indicator: Uses and understands the language of location.

18

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SHAPE AND SPACE

TASK

13 step it out classroom who is sitting: 1 Ina. your to your left? __________ c. directly in front?

SELF AS SES SMENT ASSES SESSMENT

Materials Materials: •pencil

b. to your right?

_________

__________ d. directly behind? _________

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

3

Describe how many steps and in which direction you would need to take to reach the teacher’s desk.

Teac he r

If you were to stand up and take three steps forward, who or what would you be standing near? ______________________

____________________________________________ ____________________________________________ ____________________________________________

ew i ev Pr

2

Challenge:

Describe how many steps, and in which direction you would need to go, to reach the school office from your classroom.

© ReadyEdPubl i cat i ons SHAPE SPACE orr evi ew pur poses onAND l y • TASK•f Indicator Indicator: Uses and understands the language of location.

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Rai

ce

m . u

Low

ny

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d Roa

2

SELF AS SES SMENT ASSES SESSMENT

o c . che e r o t r s super reet t St Min

. te

ith

house to a party at the local Scout Hall. Look at the map here and work out the quickest way for them to get there. Describe it to the Smith family.

Materials Materials: •pencil •paper

Sm

w ww

14 local map Smith family need 1 The to travel from their

If they had to stop to buy petrol along the way, describe the route they would have to travel. Write your explanation to the Smith family on another sheet of paper.

Challenge:

On the back of this sheet, describe the quickest way from your house to your school.

Indicator Indicator: Visualises, finds and compares paths on simple maps.

19

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TASK

15

1

LOCATION

lost!

Materials Materials: •pencil •paper

SELF AS SES SMENT ASSES SESSMENT

A family of three campers are lost in the middle of a large forest.

They have only a few supplies left (torch, compass, rope, muesli bars, jackets, an empty water bottle and matches). All they know is that their camp is to the east of the river. Help the family out of the forest by writing as many helpful suggestions for them as you can.

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

ew i ev Pr

Teac he r

You may write your suggestions on another sheet of paper.

Challenge:

What important things should you do before you go exploring an unknown forest? Make a list under your suggestions for the family.

© ReadyEdPubl i cat i ons LOCATION (NUMBER) orr evi ew pur pose son l y• TASK •f Indicators Indicators: Interprets and describes location using a compass.

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16 stranded! has been a flood near a local farm causing a herd of 48 1 There sheep and 12 lambs to be stranded on top of a hill. The only way

SELF AS SES SMENT ASSES SESSMENT

w ww

m . u

Materials Materials: •pencil

the farmer can rescue the herd is by using a tractor pulling a trailer. The trailer can hold only 6 sheep or 12 lambs at a time.

How many trips will the farmer need to take to rescue his entire herd? Show your working below. __________________________________________________

. te

o c . che e r o t r s super Challenge: If the herd consisted of 480 sheep and 120 lambs, ________________________________________________

2

how many trips would the farmer need to make? __________________________________________ __________________________________________ Indicator Indicator: Uses knowledge of space and number to solve a problem.

20

On the back of this sheet, make some other suggestions as to how you could save the herd of sheep, other than using a tractor.

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LOCATION

TASK

17 playground and draw a map of a playground in the space below that 1 Design would be suitable for young children aged 2 to 5 years.

2

SELF AS SES SMENT ASSES SESSMENT

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

ew i ev Pr

Teac he r

Materials Materials: •paper •pencil

Challenge:

Where in your local area would be the best location for your playground? ____________________________________

If the playground needed to be also suitable for older children as well (say ages 2 to 8 years), what changes would you need to make to your above playground?

© ReadyEdPubl i cat i ons LOCATION orr evi ew pur poseson l y• TASK•f Indicator Indicator: Visualises, designs and records features when making a simple map.

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18 lost treasure Pirate Scarface has lost his map to his buried treasure, however, 1 his trusty sidekick knows the directions. Help the pirate by

SELF AS SES SMENT ASSES SESSMENT

w ww

m . u

Materials Materials: •paper •pencil

drawing a new map following these directions: Start at the far left of the south beach, take 40 steps north, 30 steps east at the palm tree, 10 steps north at the stream, 15 steps west at the rock cave and 7 steps south to the skull boulder and then 5 steps east to where X marks the spot.

. te

o c . che e r o t r s super

Challenge:

Give directions to a friend on how they could reach your bedroom from your front door (pretend it faces north).

Indicator Indicator: Uses compass points to interpret and describe direction.

21

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TASK

19

1

zoo map

SELF AS SES SMENT ASSES SESSMENT

Materials Materials: •pencil

Teac he r

The Hall family went to visit the local zoo. They were given a map of the zoo at the entrance, however, it did not have any grid references which made it very difficult to find the animals they wanted to see. Make the map (on page 23) easier for the Hall family to read by placing grid reference points on it. (Hint: Place letters on the horizontal axis and numbers on the vertical axis.)

Now, using the new map of the zoo, give the grid references for the following animals:

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

a. lion

___

b. giraffe

____

c. seal

d. tiger

___

e. bear

____

f. zebra _____

h. gorilla

____

g. snake ___

_____

ew i ev Pr

2

LOCATION

Challenge:

Make a list of other places where grid maps are useful.

© ReadyEdPubl i cat i ons LOCATION (NUMBER) orr evi ew pur pose son l y• TASK •f Indicator Indicator: Uses grid references to organise and locate items on a map.

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Materials Materials: •paper •pencil

SELF AS SES SMENT ASSES SESSMENT

A new pupil has started in your class and they don’t as yet know their way around the school. In the space below, draw a simple map of your school including all the main areas they would need to know. You may wish to use symbols in your map, e.g. a square could represent a classroom, a green triangle for a tree, a swing or slide for a playground.

w ww

1

school map

. te

m . u

20

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

Write a set of instructions for the new pupil on how they can get from the classroom to the toilet block.

Indicator Indicator: Plans and draws simple maps of a familiar environment.

22

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

ew i ev Pr

Teac he r

map of zoo

w ww

. te

m . u

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

o c . che e r o t r s super

23

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SPACE ASSESSMENT

TASK

21 cubes 1 a. What 2D shape is needed to make a cube? ______________

SELF AS SES SMENT ASSES SESSMENT

Materials Materials: •pencil •ruler •cardboard

b. How many of these shapes are needed? ________________

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

Make a cube that is large enough to hold a two-hole sharpener.

Make a list of all the uses a cube shape has.

_____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________

ew i ev Pr

Teac he r

2 3

Challenge: Name the two shapes you need to make a triangular prism. _________

___________

Design and make a triangular prism that can hold 10 pencils.

© ReadyEdPubl i cat i ons LOCATION orr evi ew pur pos esoASSESSMENT nl y• TASK •f Indicator Indicator: Uses 2D shapes to construct a 3D model.

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Material Material: •pencil

SELF AS SES SMENT ASSES SESSMENT

m . u

w ww

22 class position 1 Describe your position in the classroom.

_______________________________________________________________

2 3

. te

Who sits to your left? _____________ right? ________________

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

In class 4D there are four rows, each with seven seats. If John was sitting in the second row and had two students to his left, draw a plan below of where John must be sitting.

Indicator Indicator: Understands and demonstrates position in a familiar environment.

24

On a particular day, if there are two empty seats in Row 1, two empty seats in Row 3 and one empty seat in Row 4, how many students are there in total in 4D? ______________________

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TASK

1

1

NUMBER

the cinema

SELF AS SES SMENT ASSES SESSMENT

Materials Materials: •pencil

The local cinema has seats organised in equal number rows from A to J. If Jessica sat in Row D and had seven empty seats to her right and seven empty seats to her left:

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

a. How many seats are in Jessica’s row?

_______________________________________________________________

___________________________________________

ew i ev Pr

Teac he r

b. How many seats are in the cinema altogether?

Challenge:

c. How many rows would 45 people need? ___________________________________________

If rows A to F were filled, how many seats would be empty? ____________

Indicator Indicator: Selects appropriate operations and computation methods to solve problems involving numbers.

© ReadyEdPubl i cat i ons NUMBER orr evi ew pur poseson l y• TASK•f

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Materials Materials: •pencil

SELF AS SES SMENT ASSES SESSMENT

How many different two-digit numbers can be written using the numbers 4, 5 and 6 only. (Note: Each single number can only be used once in a two-digit number.) Write your suggestions below.

w ww

1

number combinations

. te

m . u

2

_______________________________________________________________

o c . the same numbers and format as above, c 2 Using e her r how many three-digit numbers can you write?o List t s super them.

Challenge: If you _______________________________________________________________

___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ Indicator Indicator: Uses knowledge of number to represent multiple numbers.

were given more numbers to work with would you have less number combinations or more? ________________ 25

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NUMBER

TASK

3

1

emus and wombats

Materials Materials: •pencil

SELF AS SES SMENT ASSES SESSMENT

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

ew i ev Pr

Teac he r

In a paddock at one particular time there are 50 legs visible, belonging to either wombats or emus. How many emus and how many wombats could there be? (Note: There can be a number of possible answers.)

Challenge: If 100

legs were visible, what combinations of wombats and emus might there be? _______________

© ReadyEdPubl i cat i ons NUMBER orr evi ew pur poseson l y• TASK •f Indicator Indicator: Solves a problem using knowledge of number and number groups.

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4

magic squares

SELF AS SES SMENT ASSES SESSMENT

Materials Materials: •pencil

w ww

1

5

. te2 6 5

9

7

7

4

8

1

6

10

8

6

8

5

3

5

7

20 12

m . u

In magic squares the numbers in each row, column and diagonal add up to the same number total. Circle the squares that are magic. Cross the squares that are not.

18

o c .

3 8 7 c 6 2 1 4 9 2 6 16 14 e her r o t Now create your own magics squares with thes given r u e p 2 Total = 12 Total = 24 Total = 15 totals. Challenge: Create 10

a

b

c

Indicator Indicator: Uses addition to solve number patterns.

26

4

your own magic squares, delete a few numbers and give them to a friend to solve the missing numbers.

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TASK

5

1

goals and points

Materials Materials: •pencil, •calculator (optional)

SELF AS SES SMENT ASSES SESSMENT

If an Aussie rules football goal equals 6 points, how many points would a team score if they kicked the following goals? a. 3 goals = ____ points

b. 9 goals = ____points

c. 13 goals = ____ points

d. 15 goals = ____points

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

What possible combinations of goals and points could there be if a football team scored 89 points at the end of the game? ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________

ew i ev Pr

Teac he r

2

NUMBER

Challenge:

What possible combinations of goals and points could there be if your football team scored 150 points at the end of a game. Write your answers on the back of this sheet.

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

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Materials Materials: •pencil

SELF AS SES SMENT ASSES SESSMENT

Using the numbers 1, 2, 3 and 4 and the operations +, –, ÷ and x in any order, make as many equations as you can with answers between 0 and 10.

E.g. (2 x 3) – 4 + 1 = 3

w ww

1

equations

. te

m . u

6

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

Find the largest number you can make using the above numbers and operations?

Indicator Indicator: Generates equations using set numbers and operations.

_______________ 27

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NUMBER

TASK

7 8 km run Jack is training for the local eight kilometre run. He trains for four 1 weeks leading up to the event. If in the first week of training he runs Materials Materials: •pencil

SELF AS SES SMENT ASSES SESSMENT

six kilometres every morning, how far will he run for the week?

2

If in the second week he runs seven kilometres every morning, how far will he run for the week?

Teac he r

_______________________________________________________________

4

If in the third week, he increases his run by one kilometre each day, how far will he run?

ew i ev Pr

3

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

_______________________________________________________________

Challenge: How

___________________________________________

If in the fourth week, he increases his run by one kilometre each day, how far will he run?

many kilometres in total did Jack run over the four weeks?

___________________________________________

_____________

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

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8 trip to the museum of 88 students are travelling by train to the museum in 1 Athegroup city. If all 88 seats are filled and the train is made up of four

SELF AS SES SMENT ASSES SESSMENT

w ww

m . u

Materials Materials: •pencil

carriages, how many students would be in each carriage?

. te o When they arrive at the museum, the students are then divided c 2 into groups of c . eight for the tour. How many groups will there be? e her r o t s super _______________________________________ ____________________________________________________

3

Challenge: If the students

Two buses arrive to take all students back to school. How many students will be on each bus? ______________________________________ Indicator Indicator: Uses knowledge of division to solve a problem.

28

visited the museum for a total of two hours, and in that time, saw 12 different exhibits, how much time would they have had on average at each exhibit?

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TASK

9

street numbers

SELF AS SES SMENT ASSES SESSMENT

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

How many odd-numbered houses would there be within a two-block area? Draw a diagram.

ew i ev Pr

2

Materials Materials: •pencil

There are 10 houses with even numbers running along the right side of Wattle Street, all within a one-block area. How many houses would there be altogether within a three-block area?

Draw a diagram to help you.

Teac he r

1

NUMBER

Challenge:

If there were 12 blocks in the whole of Wattle Street, how many houses would have odd numbers? ___________________

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

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SELF AS SES SMENT ASSES SESSMENT

Five basketball players exchange a “high 5” at the end of a game. How many high 5s are exchanged altogether? (Note: Draw a diagram to make this problem easier for you to solve.)

w ww

1

high 5

Materials Materials: •pencil •paper

. te

m . u

10

o c . che e r o t r s super

Challenge:

If 8 players exchanged high 5s, how many high 5s would that be? ______________ Indicator Indicator: Uses knowledge of number facts and patterns to solve a problem.

29

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NUMBER

TASK

11

1

ordering age

SELF AS SES SMENT ASSES SESSMENT

A local councillor must find out the ages of people living in the small local town of Flower Hill. She has been asked to present the list according to age from the oldest to the youngest resident. Help the councillor prepare the list by rearranging these residents.

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

Teac he r

John Smith 56 years Sue Smith 21 years Elisa Reed 34 years Lucy Reed 4 years Tes Blake 3 years Gerard Hill 49 years Ernest Wade 61 years

• • • • • • •

Helen Smith 53 years Tom Brown 79 years James Reed 9 years Paul Blake 31 years Connor Blake 2 years Ben Hill 27 years Fay Hall 92 years

• • • • • •

Luke Smith 18 years Marg Flint 83 years John Reed 6 years Kim Blake 29 years Sophie Blake 1 year Mary Wade 62 years

Find the difference in age between the youngest and oldest resident. ___________________________________________

ew i ev Pr

• • • • • • •

2

Materials Materials: •paper •pencil •calculator

Challenge: What is

the average age of the residents of Flower Hill?

How did you work this out? ________________

© ReadyEdPubl i cat i ons orr evi ew pur poseso NUMBER nl y• TASK •f Indicator Indicator: Orders numbers for a purpose.

123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567 123456789012345678901 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567 123456789012345678901 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567 123456789012345678901 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567 123456789012345678901 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567 123456789012345678901 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567 123456789012345678901 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567 123456789012345678901 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567 123456789012345678901 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567 123456789012345678901 1234567890123456 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567 123456789012345678901 1234567890123456 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567 123456789012345678901 1234567890123456 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567 123456789012345678901 1234567890123456 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567 123456789012345678901 1234567890123456 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567 123456789012345678901 1234567890123456 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567 123456789012345678901 1234567890123456 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567 123456789012345678901 1234567890123456 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567 123456789012345678901 1234567890123456 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567 123456789012345678901 1234567890123456 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567 123456789012345678901 1234567890123456 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567 123456789012345678901 1234567890123456 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567 123456789012345678901 1234567890123456 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567 123456789012345678901 1234567890123456 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567 1234567890123456 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456

12

SELF AS SES SMENT ASSES SESSMENT

. te

m . u

There are seven people (children and adults) on a boat ride at a local fair. If the youngest is 2 years old and every other person is double the previous age and minus 1, how old are all the people on the ride? Show your working below.

w ww

1

guess the ages

Materials Materials: •pencil •calculator (optional)

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

is the average age of the people on the boat ride? Show working. ______________

Indicator Indicator: Uses a given rule to generate a sequence of numbers.

30

______________

12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456789012 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456789012 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456789012 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456789012 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456789012 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456789012 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456789012 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456789012 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456789012 1234567890123456 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456789012 1234567890123456 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456789012 1234567890123456 1234567890123456 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456789012 1234567890123456 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456789012 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456789012 1234567890123456 1234567890123456 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456789012 1234567890123456 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456789012 1234567890123456 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456789012 1234567890123456 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456789012 1234567890123456 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456789012 1234567890123456 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456789012 1234567890123456 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456789012 1234567890123456 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456

TASK

13

NUMBER

bowling

SELF AS SES SMENT ASSES SESSMENT

Materials Materials: •pencil

In bowling you have two shots at knocking down ten pins. How many possible number combinations could there be in knocking all the pins down? List them below, e.g. 9 + 1.

1

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

_______________________________________________________________ _______________________________________________________________ _______________________________________________________________

Teac he r

If you were allowed three shots at knocking down the ten pins, what possible number combinations could there be?

_________________________________________ _________________________________________ _________________________________________

ew i ev Pr

2

Challenge: If there

were 20 pins and three shots at knocking them down, what possible number combinations could there be? Write them out on the back of this sheet.

© ReadyEdPubl i cat i ons NUMBER orr evi ew pur poseson l y• TASK•f Indicator Indicator: Generates equations for a purpose.

12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456789012 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456789012 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456789012 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456789012 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456789012 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456789012 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456789012 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456789012 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456789012 1234567890123456 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456789012 1234567890123456 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456789012 1234567890123456 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456789012 1234567890123456 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456789012 1234567890123456 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456789012 1234567890123456 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456789012 1234567890123456 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456789012 1234567890123456 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456789012 1234567890123456 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456789012 1234567890123456 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456789012 1234567890123456 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456789012 1234567890123456 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456789012 1234567890123456 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456789012 1234567890123456 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456

14

SELF AS SES SMENT ASSES SESSMENT

. te

m . u

In a game of cricket a batter can generally score one run, two runs, four runs or six runs. Out of these possible scores, what combination of scores could a batter end up with after one over (six balls) if they scored at least one run per ball? List all the combinations on the back of this sheet.

w ww

1

cricket

Materials Materials: •pencil •calculator (optional)

o c . c e If a batter scored 12 runs after an over, what her r 2 possible combination o t of s runs could he/she have s r u e p made?

Challenge: ______________________________________ ______________________________________ ______________________________________ Indicator Indicator: Uses knowledge of number facts and addition to solve a problem.

If only 4s and 6s were made in a cricket game with a final run tally of 100, how many 4s and how many 6s could there have been?

Write some combinations out on the back of this sheet.

31

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TASK

15

1

NUMBER

party balloons

Materials Materials: •pencil

SELF AS SES SMENT ASSES SESSMENT

Gemma is having a party and is blowing up balloons. In the first five minutes she blew up two, in the next five minutes she blew up three balloons. She then blew up two again in the next five minutes, and then three again. If Gemma continued blowing up the balloons at this rate, how many balloons would there be after one hour?

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

_______________________________________________________________

2

How long would it take Gemma to blow up 20 balloons? ____________________________________________ ____________________________________________ ____________________________________________

ew i ev Pr

Teac he r

_______________________________________________________________

Challenge:

How long would it take Gemma to blow up 100 balloons?

_____________

© ReadyEdPubl i cat i ons orr evi ew pur poseso NUMBER nl y• TASK •f Indicator Indicator: Uses knowledge of number patterns and time to solve a problem.

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16 numbers all around a list of all the places you would find numbers in your 1 Make home.

w ww

. te

SELF AS SES SMENT ASSES SESSMENT

m . u

Materials Materials: •pencil

_______________________________________________________________

o c . c e her r numbers can be found.

2 List other places where o t s super ___________________________________________ Challenge: _______________________________________________________________ _______________________________________________________________

___________________________________________ ___________________________________________ ___________________________________________ Indicator Indicator: Recognises where numbers are commonly used.

32

Imagine if there were no numbers in the world. On the back of this sheet, make some suggestion/s as to what else we might use.

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NUMBER

TASK

17 working in multiples If there are 8 squares of chocolate in one row, how many squares 1 would there be in:

SELF Materials Materials: •pencil AS SES SMENT ASSES SESSMENT

a. 6 rows? ______

a. 3 plants? _____

b. 9 plants? _______ c. 7 plants? _______

If each bus holds 50 people, how many people would there be in: a. 4 buses? ______

b. 7 buses? _______

c. 10 buses? ____

ew i ev Pr

3

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

If there are 12 tomatoes on a plant, how many would there be on:

Teac he r

2

b. 10 rows? _______ c. 12 rows? _______

Challenge:

On the back of this sheet, make a list of all the situations you can think of where multiples of numbers are used.

© ReadyEdPubl i cat i ons NUMBER orr evi ew pur poseson l y• TASK•f Indicator Indicator: Uses multiplication facts in various situations.

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SELF AS SES SMENT ASSES SESSMENT

m . u

Materials Materials: •pencil

w ww

18 changing numbers 1 Using the digits 6 4 9 7:

a. make the smallest number you can: ____________________

. t e o Using numbers 1 2 3 4 make as many four-digit c 2 numbersonlyasthec . you can. List them below. e her r o t s super __________________________________________

b. make the largest number you can: _____________________

__________________________________________ __________________________________________ __________________________________________

Challenge:

Make as many fivedigit numbers as you can using the numbers 5 6 7 8 9.

List them on the back of this sheet.

Indicator Indicator: Recognises and manipulates the structure of whole numbers.

33

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NUMBER

TASK

19 football cards likes to collect football cards. To complete his set of cards 1 James he needs only eight more players. Each pack contains three cards, Materials Materials: •pencil

SELF AS SES SMENT ASSES SESSMENT

of which there is always two new cards and one which he already has. How many more packs of cards does James need to buy to complete his set?

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

_______________________________________________________________ _______________________________________________________________

Teac he r

If each pack of cards cost $1.50, how much will it cost him to complete his set? ____________________________________ ____________________________________ ____________________________________

If there are 60 cards in a set, how many packs will James need to purchase in order to complete his set? ______ (Remember: each set contains two new cards and one he already has.)

ew i ev Pr

2

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

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20 coin combinations List as many combinations of coins as you can to make these 1 amounts of money.

w ww a. 75c

m . u

SELF Materials Materials: •pencil •coins AS SES SMENT ASSES SESSMENT

____________________________________________

. te____________________________________________ o ____________________________________________ c . c e her r c. $1.35 ____________________________________________ o t s Challenge: What super _________________________________ ____________________________________________

b. 90c

e. $7.85 _________________________________

would be the least combination of notes and coins you could use to make $27.15c?

_________________________________

_________________

d. $4.60 _________________________________ _________________________________

Indicator Indicator: Uses knowledge of money to form combinations of amounts.

34

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NUMBER

TASK

21 coin donations kind volunteer collected $20.00 in a donation tin for the poor. The tin 1 Acontained $2.00, $1.00, 50c, 20c and 10c coins. Make two different Materials Materials: •pencil

SELF AS SES SMENT ASSES SESSMENT

lists of the possible combinations of coins the volunteer collected.

List 1:

List 2:

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

_________________

__________________

_________________

__________________

_________________

__________________

_________________

ew i ev Pr

Teac he r

__________________

Challenge:

If the total amount was $50.00, make a list of the possible combination of coins.

Use the back of this sheet to write your list.

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

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SELF AS SES SMENT ASSES SESSMENT

On Friday Jason ordered his lunch from the canteen. He ordered a hot dog ($2.00), a party pie (80c), chocolate milk ($1.30), a giant snake (60c) and tomato sauce (15c). How much did his lunch cost altogether?

w ww

1

school canteen

Materials Materials: •pencil

m . u

22

. te o would he receive from $5.00? c 2 How much change . che e r o t r s r u e the p same lunch order, except Challenge: 3 The following Friday he hads _______________________________________________________________

_______________________________________________________________

without chocolate milk. How much did it cost this time?

How much change would he receive from $5.00? ___________________________________________

Indicator Indicator: Makes mental and written calculations involving money.

If Jason had the same lunch as in Question 1 every school day for a week, how much would it cost?

_____________ 35

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TASK

23

cake stall

SELF AS SES SMENT ASSES SESSMENT

How much would the following items cost?

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

a. 1 cupcake and 3 chocolate balls:

________

b. 2 chocolate crackles:

________

c. 3 scones:

________

d. 1 honey joy and 1 chocolate crackle:

________

e. 1 scone, 1 cupcake and 1 honey joy:

________

f. 6 chocolate balls:

________

If you were to purchase one of each item, how much change would you receive from $5.00? ___________________________________________

ew i ev Pr

2

Materials Materials: •pencil

The local school set up the cake stall on their fete day. The items and prices were as follows: •scones 50c •chocolate balls 20c •cupcakes $1.00 •chocolate crackles 60c •honey joys 40c

Teac he r

1

NUMBER

Challenge: If the

cake stall made $20.00 on scones alone, how many scones did they sell? _________________

© ReadyEdPubl i cat i ons NUMBER orr evi ew pur poseson l y• TASK •f Indicator Indicator: Makes mental and written calculations involving money.

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24 local swimming pool

How much would the following admissions cost?

. te ______________ o c c. 2 adults + 4 children ______________ . c e her______________st r d. 1 adult + 2 children o s uper Challenge: If in the first e. 7 children ______________ a. 4 adults

______________

b. 3 children

f. 4 adults + 4 children

2

______________

If a family paid $13.00, how many adults and children must there be? _____________________________________ Indicator Indicator: Makes mental and written calculations involving money.

36

m . u

The local swimming pool charged the following prices for admission: • Adults $4.00 • Children $2.50

w ww

1

SELF Materials Materials: •pencil AS SES SMENT ASSES SESSMENT

hour the pool took a total of $40.00 in admissions, what possible combinations of adults and children might there be? _____________________

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NUMBER

TASK

25 fractions and values If the value of a whole square is $1.00, find the value of the fractions of the squares: 1 following a. ½ ______ b. ¼ _____ c. / _____

SELF Materials Materials: •pencil AS SES SMENT ASSES SESSMENT

d. /

r o e t s Bo r e p ok u S e. ¾ _____

f. /

____

ew i ev Pr

Teac he r

_____

Challenge: If a

g. 2/5 ______ 123456 123456 12345678 123456 123456 12345678 123456 12345678 123456 12345678 12345678 12345678 12345678 12345678

whole cake cost $25.00, how much would three quarters of a cake cost?

h. 1/20 ____

12345678 12345678

__________

© ReadyEdPubl i cat i ons NUMBER (MEASUREMENT) orr evi ew pur pos eso nl y• TASK•f Indicator Indicator: Uses knowledge of fractions in relation to money.

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SELF AS SES SMENT ASSES SESSMENT

Imagine you were planning a party for 20 of your friends (including yourself) and you decided to order pizza. If 12 people wanted one quarter of a large pizza (e.g. two pieces each) and eight people wanted half a large pizza, how many pizza would you need to order? On a sheet of paper, draw a diagram to help you. Write your final answer here:

w ww

1

party planning

Materials Materials: •pencil •paper

m . u

26

. te

o c . che e r o t r each guest had 2 x 250 ml cups of r soft drink, how s s u e p 2 Ifmany Challenge: litres of soft drink would you need to buy? ___________________________________________ ___________________________________________ ___________________________________________ Indicator Indicator: Uses knowledge of numbers and fractions to solve a problem.

The birthday cake has been cut into 20 slices. If 8/10 of your guests had a whole slice, how many slices would you have left? _________________ 37

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NUMBER

TASK

27 family holiday family were travelling by car to their beach holiday destination 1 A1000 km away. On the first day they travelled half the distance Materials Materials: •pencil

SELF AS SES SMENT ASSES SESSMENT

and on the second day they travelled a quarter of the distance.

How many kilometres would they need to travel on the third day to complete their journey?

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

_______________________________________________________________

If they evenly divided the travel over two days how many kilometres would they travel each day? ________________________________________

3

If they evenly divided the travel over four days how many kilometres would they travel each day? ________________________________________

ew i ev Pr

Teac he r

2

Challenge: If the total

journey was 3000 km travelled evenly over five days, how many kilometres would they have to travel each day? _________________

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

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28

a. If she divided them in half, how many would be in each bunch?

b. If she divided them into quarters, how many would be in each bunch? d. If she divided them into sixths, how many would be in each bunch?

m . u

A florist began arranging her 48 roses in preparation to sell them.

w ww

1

florist

SELF AS SES SMENT ASSES SESSMENT

Materials Materials: •pencil

. tdivided them c. If shee o c into thirds, how . c e many would beh in r e o t r each bunch? s super

2

Challenge:

If the florist wanted eight roses in each bunch, how many bunches would she have?

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

38

If there were four roses in each bunch, what would be the fractional amount? _____________

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TASK

29

100 mETRE sprint

SELF AS SES SMENT ASSES SESSMENT

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

___________________

Monday

13.34 sec

___________________

Tuesday

14.04 sec

___________________

Wednesday 13.50 sec

___________________

Thursday

12.58 sec

___________________

Friday

13.11 sec

___________________

Saturday

12.45 sec

___________________

Sunday

13.28 sec

ew i ev Pr

2

Materials Materials:

Emily is training for the 100 metre sprint race at the local athletics competition. The following chart shows the times she recorded during the week. Place them in order from fastest to slowest.

Teac he r

1

NUMBER

Challenge:

Calculate Emily’s average running time for the week.

What is the difference between Emily’s slowest and fastest time?

____________ ____________

© ReadyEdPubl i cat i ons NUMBER (MEASUREMENT) orr evi ew pur pos eso nl y• TASK•f Indicator Indicator: Orders, writes and compares decimal numbers.

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The Smiths water tank can hold 1000 litres when full. If over one week of rain they collected 0.5 litres of water daily, how much water would they have collected altogether in that week?

w ww

1

water tank

SELF AS SES SMENT ASSES SESSMENT

Materials Materials: •pencil

m . u

30

. te o 2 c . che e r o t r s super If over another week they collected 0.8 litres on three days and 1.2 litres on four days, how much water would they have collected during this week?

3

If they collected 50 litres of water each week, how many weeks would it take to fill the tank completely?

Challenge:

If during summer the Smiths only collected 0.2 litres of water a day, how many days would it take to fill half of the tank?

Indicator Indicator: Uses knowledge of decimal numbers to solve a problem.

39

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TASK

31

1

NUMBER ASSESSMENT

dice combinations

Materials Materials: •pencil

SELF AS SES SMENT ASSES SESSMENT

If you had two dice, how many different ways could a sum of 8 be rolled? Write the combinations below.

_______________________________________________________________

2

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

If you had three dice, how many different ways could a sum of 10 be rolled? Write the combinations below.

3

If you rolled five dice what would be lowest and highest possible number you could roll?

Lowest:

Highest:

ew i ev Pr

Teac he r

_______________________________________________________________

Challenge: If you

had four dice, how many different ways could a sum of 20 be rolled? Write the combinations on the back of this sheet.

© ReadyEdPubl i cat i ons NUMBER orr evi ew pur pos esoASSESSMENT nl y• TASK •f Indicator Indicator: Uses set numbers to generate equations.

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32

SELF AS SES SMENT ASSES SESSMENT

. te

m . u

In an old garden shed at one particular time there are 80 legs visible belonging to either ants or spiders. How many possible combinations of ants and spiders could there be? List them below.

w ww

1

ants and spiders

Materials Materials: •pencil

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

Don’t forget spiders have eight legs and ants have six!

were 9 spiders and 12 ants in a flower pot at one particular time, how many legs would there be altogether? _________________

Indicator Indicator: Solves a problem using knowledge of number and number groups.

40

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TASK

1

1

MEASUREMENT (NUMBER)

bouncing ball

SELF AS SES SMENT ASSES SESSMENT

Materials Materials: •pencil

Matthew bounced his ball and it reached a height of 24 metres on the first bounce. a. If the ball bounces half the height the next bounce, the ball will bounce ____metres high.

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

If it continues at half the height each bounce:

b. how high will the ball bounce on the third bounce? c. how high will the ball bounce on the fourth bounce? ____ metres

2

On what bounce would the ball only reach a height of 75 cm? ____

Challenge: If the same

ew i ev Pr

Teac he r

____ metres

ball bounced 64 metres on the first bounce and halved its bounce height each time, how high would it be on the fifth bounce?

________________

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

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How many desks are in your classroom?

w ww

1

class desks

SELF AS SES SMENT ASSES SESSMENT

Materials Materials: •pencil

m . u

2

_______________________________________________________________

2

. te

o c . che e r o t r s su r e p If your classroom was three times the size is now, Challenge: Imagine 3 how many desks would you need to fill it soit that and estimate how Estimate how many more desks you would need to fill your classroom so that there are no spaces?

_______________________________________________________________

there are no spaces?

_________________________________________

many desks you would need to fill your bedroom? _______________

Indicator Indicator: Visualises and estimates informal units of measurement.

41

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TASK

3

MEASUREMENT

towers

Materials Materials: • Two sheets of newspaper •masking tape •pencil

1

Using only two sheets of newspaper and masking tape make the tallest tower you can that stands without your support.

2

Measure your tower with a metre ruler. How tall is it?

SELF AS SES SMENT ASSES SESSMENT

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

3

How tall was your friend’s tower? ____ metres

What materials would you need to make your tower taller and sturdier? List below. _____________________________

ew i ev Pr

Teac he r

____ metres

_____________________________ _____________________________

© ReadyEdPubl i cat i ons orr evi ew pur po seson l y• MEASUREMENT (NUMBER) TASK •f Indicator Indicator: Measures height to the nearest centimetre.

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If Ruby was swinging on a swing that travelled two metres high the first time and then increased by two metres with each swing, how many swings would it take her to reach a height of:

w ww

1

swings

SELF AS SES SMENT ASSES SESSMENT

Materials Materials: •pencil

m . u

4

. te ____________ c. 10 metres? d. 16 metres? ___ o c . c e hear r How high do you think swing needs to be t o s Challenge: How high 2 from the ground so that yours r u e feetp don’t touch a. 8 metres? _____________

b. 12 metres? ___

the ground when you’re sitting on the swing?

____________________________________ Indicator Indicator: Demonstrates knowledge of height and number.

42

do you think a swing needs to be from the ground so that an adult’s feet don’t touch the ground when he/she is sitting on it? __________________

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TASK

5

1

MEASUREMENT

monkey bars

SELF AS SES SMENT ASSES SESSMENT

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

List the shapes you would need to make a set of monkey bars.

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

_______________________________________________________________

2

Now draw a design for some monkey bars on the back of this sheet. How much space would you need in between each bar? __________________________________________________

Teac he r

a. Year 1 class –

_____________

b. Year 3 class –

_____________

c. Year 6 class –

_____________

ew i ev Pr

3

About how high from the ground would the monkey bars need to be for the following year levels?

Challenge: How

high do you think monkey bars would need to be for adults to use?

_____________

© ReadyEdPubl i cat i ons MEASUREMENT orr evi ew pur poseso nl y• TASK•f Indicators Indicators: Visualises, estimates and measures with metres for a purpose.

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table support

w ww 1

2

Materials Materials: •popsticks •masking tape •ruler •drink can •school shoe •pencil

SELF AS SES SMENT ASSES SESSMENT

m . u

6

Using popsticks and masking tape construct a table structure that is the length of an popstick, a width of 10 cm and a height of 5 cm. It must be sturdy enough to support an empty drink can. Draw your design below and then test it. Is it sturdy?

. te

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

What measurements would you need if you were to construct a table that would support one of your school shoes? ________________________________

measurements and materials would you need to build a support for your school bag?

Indicators Indicators: Plans, measures and constructs in centimetres for a purpose.

______________ 43

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TASK

7

class photos

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

a. 2 person in line?

_________________

b. 5 person in line?

_________________

c. 10 person in line?

_________________

d. 17th person in line?

_________________

If there are 24 students in the class, what is the height of the last person in line? _________________________________________

Challenge:

ew i ev Pr

2

SELF AS SES SMENT ASSES SESSMENT

Materials Materials: •pencil

Year 4R needed to line up in order of height (tallest to shortest) for their class photo. If the tallest student was 154 cm and each person then on was 0.5 cm shorter than the person in front, then how tall was the:

Teac he r

1

MEASUREMENT

Measure the height of yourself and two friends and then calculate the average height of all three. ______________

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

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Materials Materials: •pencil

w ww

. te

SELF AS SES SMENT ASSES SESSMENT

m . u

8 running tap In the space below, draw as many different containers below as you 1 can that hold water.

o c .

If you needed c to fill a bath without a tap, which e r 2 container would beh the to use? Circle one of the ebest o t r s above.Challenge: How super

3

If a tap running for one minute lost two litres of water, how much water would it lose after? a. 2 mins? ____ b. 5 mins? ____ c. 4 mins? ____ d. 3 mins? ____

long would it take for the tap to lose 20 litres of water? ____ minutes.

Indicators Indicators: Identifies the capacity of everyday objects.

Uses knowledge of time and capacity to solve a problem.

44

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TASK

9

king’s crowns

If a king handed you three identical looking crowns and asked you to find out which was made of gold, which was made of silver and which was made of half gold and half silver, how could you find out using only three buckets of water? (Note: Gold is heavier than silver.)

Draw what you believe the results will be on the three buckets.

‘SILVER CROWN’

‘½ GOLD AND ½ SILVER’

Carry out a similar experiment to see if a teaspoon or tablespoon is heavier. Which is heavier? __________

ew i ev Pr

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

‘GOLD CROWN’

2

SELF AS SES SMENT ASSES SESSMENT

Material Material: •pencil •two equal-sized containers of water •teaspoon• tablespoon

Teac he r

1

MEASUREMENT

Describe what happens to the water in the bath when you get in? _______________ _______________

© ReadyEdPubl i cat i ons MEASUREMENT orr evi ew pur poseso nl y• TASK•f Indicator Indicator: Demonstrates an understanding of weight, capacity and water displacement.

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10 stranded A group of 10 people are stranded on a deserted island with only 1 an inflatable lifeboat. If the lifeboat can hold a maximum capacity

SELF AS SES SMENT ASSES SESSMENT

w ww

m . u

Materials Materials: •pencil

of 300 kg, how many adults wighing 60 kg could fit on the boat?

. te

o c . c e How many children weighing 25 kg could fit on r h e o t the above lifeboat? r s s r u e p 2 ___________________________________________ Challenge: Why _______________________________________________________________ _______________________________________________________________

___________________________________________ ___________________________________________ Indicator Indicator: Demonstrates an understanding of mass.

do you think aeroplanes only let you take a certain amount of luggage on board? Write your thoughts on the back of this sheet.

45

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TASK

11 classroom areas sheets of A4 paper, find the area of 1 Using a. Your desk top ___________________

MEASUREMENT

Materials Materials:

___________________

c. Half the blackboard

___________________

d. A window

___________________

List the above items from the smallest to the largest area.

Teac he r 3

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

____________________________________________

If the carpet had to be replaced in your classroom, what would be the easiest way to measure how much carpet is needed? ___________________________________________

ew i ev Pr

2

b. The classroom door

SELF AS SES SMENT ASSES SESSMENT

Challenge:

Calculate the area of your classroom.

© ReadyEdPubl i cat i ons MEASUREMENT orr evi ew pur poses onl y• TASK •f Indicator Indicator: Estimates, compares and measures area using informal and formal units.

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juice factory

Materials Materials: •250ml and 2 L containers •water •pencil

w ww

1

A local orange juice factory produces juice in 4 different sized bottles (250ml, 500ml, 1 litre and 2 litre). If they produced 100 litres of juice a day, how many of the following bottles could they fill?

. ____________________ te o c b. 1 litre bottles? ____________________ . che e r o c. 500 ml bottles? ____________________ t r s super a. 2 litre bottles?

d. 250 ml bottles?

2

____________________

How many 250 ml bottles would it take to fill 5 x 2 L bottles? (Carry out this experiment using water and containers.) __________________________________________ Indicator Indicator: Compares, estimates and uses knowledge of capacity to solve a problem.

46

SELF AS SES SMENT ASSES SESSMENT

m . u

12

Challenge:

If in one week they filled 8000 bottles (each 250 ml), how many litres of juice did they produce?

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TASK

13

1

MEASUREMENT

grouping people

Materials Materials: •pencil

SELF AS SES SMENT ASSES SESSMENT

In order to carry as many passengers as possible, the steward on a ferry boat was asked to place the passengers in groups. Make a list of all the possible ways the passengers could be grouped.

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

_______________________________________________________________ _______________________________________________________________

Teac he r

Would it be better to place all the heaviest passengers at the front or back of the boat or divide them evenly throughout the boat? Explain your answer. ___________________________________________ ___________________________________________ ___________________________________________

ew i ev Pr

2

_______________________________________________________________

Challenge:

Sometimes at fair grounds and theme parks, certain people can or cannot go on the rides. How is this decided?

© ReadyEdPubl i cat i ons MEASUREMENT orr evi ew pur poseso nl y• TASK•f Indicator Indicator: Identifies a range of attributes when solving a problem.

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. te

SELF AS SES SMENT ASSES SESSMENT

m . u

w ww

14 right angles matchsticks and Plasticine make a building that only has 1 Using right angles. Draw your building below.

o c . c e he r matchsticks, design a building that displays at 2 Using o t r sdesign least 3 different types ofs angles.

Draw your r u e p below and circle the angles.

Challenge:

Why is it that right angles are most commonly used in construction?

Indicator Indicator: Demonstrates and uses knowledge of angles for design purposes.

47

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TASK

15

tv cabinet

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

ew i ev Pr

2

SELF AS SES SMENT ASSES SESSMENT

Materials Materials: •pencil

A carpenter has an order to make a TV cabinet that has a construction that includes at least three different angles. Help the carpenter by drawing him a design below. Label the different angles.

Teac he r

1

MEASUREMENT

Challenge: Make a

If the TV cabinet was only to contain right angles, how would you alter the design? ___________________________________________ ___________________________________________

list of angles (other than right angles) that you can see around your classroom. Use the back of this sheet.

© ReadyEdPubl i cat i ons orr evi ew pur poses onl y• MEASUREMENT TASK •f Indicator Indicator: Uses knowledge of angles to construct a design.

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16 temperatures The weather reader reported the weather for the following week: 1 Cool with showers at the start of the week, then becoming fine and sunny midweek

SELF AS SES SMENT ASSES SESSMENT

w ww

m . u

Materials Materials: •pencil •thermometer

and then rain and storms towards the end of the week with possible hail.

Using this information predict what the temperatures will be over the week.

. te

o c . che e r o t r s super Challenge: Place a thermometer in the coolest and warmest SUN

2

MON

TUES

WED

THURS

FRI

areas of the classroom. Leave it for 15 minutes and record the temperature. a. Coolest: _____

b. Warmest: _____

What is the difference in these temperatures?______ Indicator Indicator: Predicts and demonstrates knowledge of temperature.

48

SAT

What is causing the difference in temperatures in the classroom? How can you make the temperature more even? Write on the back of this sheet.

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MEASUREMENT

TASK

17 minutes below as many things you can think of that take you less 1 List than a minute to do and more than a minute to do.

Materials Materials: •pencil

2

MORE THAN A MINUTE

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

Name something that can take you hours to do. ___________________________________________

Challenge: Name some situations where it is important to know the time to the nearest minute. _______________

ew i ev Pr

Teac he r

LESS THAN 1 MINUTE

SELF AS SES SMENT ASSES SESSMENT

_______________

© ReadyEdPubl i cat i ons MEASUREMENT orr evi ew pur poseso nl y• TASK•f Indicator Indicator: Estimates and classifies duration of time.

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18 swimming laps Samantha is able to swim 10 laps of a 25 metre pool in 10 1 minutes. If she was to continue swimming at this pace, how

w ww

long would it take her to swim 30 laps?

SELF AS SES SMENT ASSES SESSMENT

m . u

Materials Materials: •pencil

. te was in the pool for one hour, how many laps o If Samantha could c 2 she swim using . the same lap rate as above? ch e r e o t r s super ___________________________________________ Challenge: _______________________________________________________________

3

How many laps of a 50 metre pool do you think Samantha could do in 30 minutes? ___________________________________________ Indicator Indicator: Uses knowledge of time and distance to solve a problem.

If Samantha continued swimming at a pace of 10 laps in 10 minutes of a 25 metre pool, how long would it take her to swim 500 metres? ________ 49

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MEASUREMENT

TASK

19 train timetable departs Sunnyville station approximately every half hour (on 1 Athetrain hour and half hour) and reaches the city 45 minutes later. If the Materials Materials: •pencil

SELF AS SES SMENT ASSES SESSMENT

train stops every four minutes at a station and spends one minute there, how many stops must there be between Sunnyville and the city?

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

_______________________________________________________________

Teac he r a. 8am

_______

b. 10:30am

_______

c. 3pm

_______

d. 7pm

_______

f. 11:30pm

_______

e. 9:30pm _______

ew i ev Pr

2

If you caught the following trains from Sunnyville, what time would you arrive in the city?

Challenge: How

many trains would travel between 6am and 12 noon. _____________

© ReadyEdPubl i cat i ons MEASUREMENT orr evi ew pur poses onl y• TASK •f Indicator Indicator: Reads and work out simple timetables.

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20 excursion timetable 3T and Mrs Rose were going on an excursion to the local zoo 1 Year on Tuesday 15 April. However, due to rain the trip had to be

SELF AS SES SMENT ASSES SESSMENT

w ww

m . u

Materials Materials: •pencil •paper

cancelled and rescheduled for 10 days time. What would be the new day and date for the excursion?

. te o c The other problem was that Mrs Rose lost her . ch e for the day. On a sheet of paper, work r 2 timetable o out a new timetable e for r Mrs Rose to taker with t s s u e p her. Your timetable must include times for: Challenge: If the _______________________________________________________________

• Departure by bus from the school • Arrival at zoo (the school is 30 min. drive from the zoo) • Recess and lunch breaks • Time to see the various animals • Return to school Indicator Indicator: Creates and demonstrates an understanding of calendars and timetables.

50

zoo was expecting a few other classes to arrive on the same day, how do you think they would organise the different groups? Use the back of this sheet.

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MEASUREMENT ASSESSMENT

TASK

21 metres building blocks to build the highest tower you can. How 1 Use many blocks high did you build it before it fell over?

Materials Materials: •building blocks •tape measure or metre ruler •pencil

SELF AS SES SMENT ASSES SESSMENT

_______________________________________________________________

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

Measure your highest tower. How high is it? _________________ Name three things shorter than one metre and three things higher than one metre.

SHORTER THAN 1 METRE

HIGHER THAN 1 METRE

• ____________________

• _____________________

• ____________________

• _____________________

• ____________________

• _____________________

Challenge: Make a

ew i ev Pr

Teac he r

2 3

path with the blocks from your desk to the classroom door. How many metres long is it? _______________

© ReadyEdPubl i cat i ons MEASUREMENT ASSESSMENT orr evi ew pur po seson l y• TASK•f Indicator Indicator: Measures height and length to the nearest metre.

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22 bus timetable You have been asked to prepare a bus timetable using the 1 information below. Draw up a timetable for the Greensbrook

w ww

Station to Wattleglen Town Bus Route.

. te

• First bus departs at 6am and last bus departs at 10pm.

• Most frequent buses must run no less than every 15 minutes.

• Less frequent buses must not run any more than every 30 minutes.

• Peak times for travel are between 7am-9am and 4pm-6pm.

2

SELF AS SES SMENT ASSES SESSMENT

m . u

Materials Materials: •pencil •piece of paper

o c . che e r o t r s super Challenge: If a In total, how many buses will run in one day? ___________________________________________ ___________________________________________ ___________________________________________ Indicator Indicator: Uses given information to construct a simple timetable.

bus departed at 7:15am and arrived at its destination at 1:10pm, exactly how long was the journey? ______________ 51

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CHANCE

TASK

1 cards percentage/fraction of chance would you have in choosing 1 What the following cards from a standard deck of 52 playing cards:

Materials Materials: •pack of standard playing cards •pencil

_______

b. a heart card?

________

c. a black card?

_______

d. a 7 of clubs?

________

e. a spade card?

_______

f. a king?

________

___________________________________________

3

ew i ev Pr

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

Using a pack of cards, shuffle them and draw out two cards. What were they?

Teac he r

2

a. a red card?

SELF AS SES SMENT ASSES SESSMENT

Challenge: Name

Replace these cards. What do you think the chances are of choosing the same two cards again?

any card that you would have a 1/13 (e.g. 1 in 13) chance of choosing?

___________________________________________

_______________

© ReadyEdPubl i cat i ons CHANCE orr evi ew pur poseson l y• TASK •f Indicator Indicator: Demonstrates an understanding of chance.

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Materials Materials: •coloured pencil •poster paper

________ b) 5 tickets _________ . t e ________ d) 20 tickets _________ co c) 10 tickets . e) 25 tickets c ________ e) 50 tickets _________ e her r o t s s r u e p Challenge: On How much would it cost to purchase these tickets? a) 1 ticket

2

a) 1 ticket

________

b) 5 tickets

_________

c) 10 tickets ________

d) 20 tickets

_________

e) 25 tickets ________

e) 50 tickets

_________

Indicator Indicator: Demonstrates an understanding of chance in everyday situations.

52

SELF AS SES SMENT ASSES SESSMENT

There are 100 tickets for sale at $2 a ticket in your school’s bike raffle. What chance would you have of winning if you purchased the following number of tickets?

w ww

1

Bike Raffle

m . u

2

the back of this sheet, write about something that has a 50% chance of happening to you this weekend.

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CHANCE

TASK

3 coloured balls Design and test out a simple chance experiment using coloured 1 balls and a bag. Describe your experiment below, including Materials Materials: •coloured balls •bag •pencil

SELF AS SES SMENT ASSES SESSMENT

2

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

Challenge: Name some games, events or sports that are related to chance. ______________

If you conducted your experiment a few times, would the results be different each time? __________________________________________

ew i ev Pr

Teac he r

illustrations or diagrams.

______________

© ReadyEdPubl i cat i ons orr evi ew pur poseson CHANCE l y• TASK•f Indicator Indicator: Understands and designs simple chance experiments.

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4 guessing competition teacher has asked you to design a guessing competition for 1 Your the school fete, using lollies. Describe and draw your idea.

w ww

_____________________________

. te

SELF AS SES SMENT ASSES SESSMENT

m . u

Materials Materials: •pencils

o c . che e r o t r s super Challenge: If each Using your competition, explain below how students _____________________________ _____________________________ _____________________________

2

could increase their chances of winning. __________________________________________ __________________________________________ Indicator Indicator: Understands and designs simple chance experiments for a purpose.

guess cost 20c and 68 people had one guess, while 12 people had two guesses, how much money was collected altogether? _______________ 53

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CHANCE

TASK

5 likely/unlikely Write three things that are likely to happen to you this weekend.

1 Materials Materials: •pencils

SELF AS SES SMENT ASSES SESSMENT

• _______________________________________________________________ • _______________________________________________________________

2

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

• _______________________________________________________________

Write three things that are unlikely to happen to you this weekend.

• _______________________________________________________________ • _______________________________________________________________

Teac he r

Write about a funny situation that could not possibly happen to your teacher today. ___________________________________________ ___________________________________________ ___________________________________________

ew i ev Pr

3

• ___________________________________________________

Challenge: What

percentage of chance do you think your family has of winning some money this week? Explain why on the back of this sheet.

© ReadyEdPubl i cat i ons CHANCE orr evi ew pur poseson l y• TASK •f Indicator Indicator: Demonstrates an understanding of the difference between likely and unlikely events.

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6 coloured die a six-sided die using some card but instead of numbers on 1 Make each side, use six different colours.

2 Roll your die 10 times and record the colours below using a tally.

w ww

. te

SELF AS SES SMENT ASSES SESSMENT

m . u

Materials Materials: •card •ruler •scissors •pencils •sticky tape

o c . c e Which colour was rolled the most times? _________ her r 3 o t s super Least times? _________________________________ 4

If you rolled the die another 10 times, would the results be the same? Why / why not? ___________________________________________ ___________________________________________ Indicator Indicator: Identifies and record outcomes from simple chance experiments.

54

Challenge:

Design a game where your coloured die is needed.

Use another sheet of paper for your design.

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DATA

TASK

7 using a tally three of your favourite soft drinks and then survey at least 1 List 10 of your classmates as to their favourite. Use a tally to record Materials Materials: •pencils •paper

SELF AS SES SMENT ASSES SESSMENT

2

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

Write a statement describing the most popular soft drink from your findings. ___________________________________________ ___________________________________________

ew i ev Pr

Teac he r

your results e.g. Lemonade - IlII

Challenge: Using

another sheet of paper, present your findings in a picture or bar graph.

© ReadyEdPubl i cat i ons DATA orr evi ew pur posesonl y • TASK•f Indicator Indicator: Uses a tally to summarise gathered information.

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8

hot and cold

SELF AS SES SMENT ASSES SESSMENT

w ww 1

m . u

Materials Materials: •magazines •scissors •glue •poster paper •pencil

Gathering pictures cut out from magazines, make a poster displaying things that are hot and cold.

. t o Predicte what you think the weather will be like over c 2 the next threec . days. e her r o t ___________________________________________ s super ___________________________________________ ___________________________________________ ___________________________________________

Challenge: If you

were stranded in the snow what sorts of things would you need to keep warm and stay alive? Write them on the back of this page.

Indicator Indicator: Gathers data and makes predictions for a purpose.

55

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DATA

TASK

9 school crossing you had to decide where to put a new crossing near your 1 Ifschool, how would you do it? Write down the steps you would Materials Materials: •pencils

SELF AS SES SMENT ASSES SESSMENT

need to take.

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

_______________________________________________________________ _______________________________________________________________ _______________________________________________________________

Teac he r

After you had worked out the best spot, how would you inform the school community?

___________________________________________ ___________________________________________ ___________________________________________

ew i ev Pr

2

Challenge: How

do you think the community decides where traffic lights should go? ______________

© ReadyEdPubl i cat i ons DATA orr evi ew pur posesonl y• TASK •f Indicator Indicator: Determines appropriate procedures to collect information for a purpose.

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10 favourite outfits Sophie’s two favourite outfits appear on these tree diagrams.

1 What other combinations of outfits could Sophie make using

w ww

these favourite clothes?

You may wish to list them on a tree diagram.

. te

yellow t-shirt

SELF AS SES SMENT ASSES SESSMENT

m . u

Materials Materials: •paper •pencils

pink t-shirt

o c . che e r o favourite clothes include three t-shirts (red, t r 2 Jacks’ s suande r blue and white), two pairs (blue p black) of jeans, skirt

heels

and two pairs of runners (white and grey). How many different outfits could Jack wear using his favourite clothes? (Hint: It may help to draw a tree diagrams like the ones above, using another sheet of paper.)

Indicator Indicator: Summarises data into simple diagrams.

56

jeans

runners

Challenge: Use

tree diagrams to illustrate your favourite outfits on a piece of paper.

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TASK

11 travelling to school 1 Name some ways students in your school travel to school.

DATA

Materials Materials: •pencils •paper

SELF AS SES SMENT ASSES SESSMENT

_______________________________________________________________

2

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

What sort of graph could you use to show people in your community the different ways in which students travel to your school? Explain what your graph would need to show.

__________________________________________________ __________________________________________________

3

On another piece of paper, create an example of a graph you could use to display the information.

Challenge:

ew i ev Pr

Teac he r

__________________________________________________

On the same sheet as your graph, list some other ways you could present the above information to the local community.

© ReadyEdPubl i cat i ons DATA orr evi ew pur posesonl y • TASK•f Indicator Indicator: Determines appropriate methods to collect and present information.

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12 conducting surveys you were asked to conduct a survey of your class on their 1 Iffavourite sports, how would you do it?

w ww 2

SELF AS SES SMENT ASSES SESSMENT

m . u

Materials Materials: •pencils

_______________________________________________________________

. te

o c . c e present your information? r 3 How would youh er o t s super Challenge: Write a question you might use in your survey.

_______________________________________________________________

4

___________________________________________________

Would the information be the same or different if you asked another class? Why / why not? ___________________________________________ ___________________________________________ Indicator Indicator: Determines appropriate procedures to collect information.

Survey 10 of your classmates on this topic and present the information in a graph of your choice.

57

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TASK

label the graph

2

Materials Materials: •pencils •paper

SELF AS SES SMENT ASSES SESSMENT

This graph appeared in the school newsletter under the heading “FETE NEWS”, however when it was printed the graph was unlabelled.

Make a suggestion as to what the graph was about, give it a heading and label each bar (axis).

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

ew i ev Pr

Teac he r

13 1

DATA

Challenge:

If this graph was not about the school fete, what else could it be about? Make a list of suggestions. ___________________________________________

If you were planning a school fete, what attractions would you include?

List them on the back of this sheet.

© ReadyEdPubl i cat i ons orr evi ew pur poseson DATA l y• TASK •f Indicator Indicator: Predicts and interprets data displayed in a simple graph.

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in each state and help the Lings prepare their graph.

. te

Day 1: Day 12: Day 22: Day 34: Day 50: Day 67:

b. NSW: _____ c. WA:

_____

d. Qld:

_____

e. SA:

_____

f. Tas:

_____

g. NT:

_____

Using graph paper, present the above information (number of days in each state) in a bar graph.

Indicator Indicator: Collates and presents information in a bar graph.

58

_____

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

Left Melbourne to travel Victoria.

Arrived in NSW. Said goodbye to NSW and hello to Qld. It’s hot in the NT. We’ve arrived in WA. Hello SA.

Day 79: Tasmania’s our home now for six days.

2

a. Vic:

SELF AS SES SMENT ASSES SESSMENT

m . u

w ww

14 trip around australia The Ling family decided to document their trip around Australia, the days they spent in each state, in the form of a bar 1 including graph. Using their diary notes, work out how many days they stayed

Name some other ways the Lings could present their trip information. _______________ _______________

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DATA

TASK

15 height chart parents recorded his height from the age of 2 years to 1 Daniel’s 9 years. Using some graph paper, present this information on a

Materials Materials: •pencils •graph paper

SELF AS SES SMENT ASSES SESSMENT

line graph.

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

• 2 years – 86 cm • 3 years – 92 cm • 4 years – 102 cm •5 years – 110 cm •6 years – 115 cm • 7 years – 123cm • 8 years – 127 cm •9 years – 136 cm

In which year did Daniel grow the most?

ew i ev Pr

Teac he r

2

___________________________________________

3

Challenge:

Work out Daniel’s average growth rate for each year.

In which year did Daniel grow the least? ___________________________________________

_____________

© ReadyEdPubl i cat i ons DATA orr evi ew pur posesonl y • TASK•f Indicator Indicator: Understands and presents information in a line graph.

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16 lunch survey The school canteen lady has asked you for some help in finding 1 out what the students in your class like to have in their

SELF AS SES SMENT ASSES SESSMENT

w ww

m . u

Materials Materials: •paper •pencils

sandwiches. Firstly, what question would you ask your classmates in your survey?

. te

o c . che e r o t r s Challenge: If the supe r Suppose you handed out your survey and found _______________________________________________________________ _______________________________________________________________ _______________________________________________________________

2

that 12 students like vegemite, 5 students like jam, 7 students like ham and 3 like honey.

Record these results in a tally in the space below.

Indicator Indicator: Plans and presents a simple survey to determine student preferences.

canteen lady asked you to survey the whole school, how would you do it and how would you present the information?

Write your ideas on the back of this sheet.

59

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TASK

17

Year 4b sports

You will need to write your answers on another sheet of paper.

The 12 boys in 4B play either cricket or T-ball in the interschool sports competition. Look at the Venn diagram here and make a statement about what it is showing.

2

Materials Materials: •pencils •paper

CRICKET

SELF AS SES SMENT ASSES SESSMENT

T-BALL

U U

U

U U U

U U

U

U U U

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

In class 4B there are 14 girls. Six girls play netball, five play basketball and three play both netball and basketball for the school interschool sport competition. Present this information in a Venn diagram.

ew i ev Pr

Teac he r

1

DATA

Challenge: Choose two

sports and survey 10 members of your class to see if they have a favourite or if they like both. Present the information in a Venn diagram.

© ReadyEdPubl i cat i ons orr evi ew pur poseson DATA l y• TASK •f Indicator Indicator: Interprets and uses Venn diagrams to summarise and present information.

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18 summer or winter?

The following table appeared in the weekend local newspaper.

1 What is it telling us?

w ww

Likes Summer

Dislikes Summer

Likes W inter Winter

Dislikes W inter Winter

Carl

Ruby

Ruby

Carl

. te Luke

Kylie

SELF AS SES SMENT ASSES SESSMENT

m . u

Materials Materials: •paper •pencils

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

Carol

Luke

Adam

Kylie

____________________________________________________________

2

Survey 10 of your classmates about their preference for summer or winter. Using another sheet of paper, present the information on a two-way table like the one above.

Indicator Indicator: Interprets and uses two way tables to summarise and present information.

60

Why do you think a two- way table is a useful way of presenting information? Write your answers on your sheet.

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DATA

TASK

19 favourite fruit 12 of your class members on their favourite fruit and 1 Survey present the results as a pictograph (a graph using pictures) on

Materials Materials: •pencils •paper

SELF AS SES SMENT ASSES SESSMENT

another sheet of paper.

2

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

What do the results tell you?

_______________________________________________________________

3

Name some other ways of presenting the surveyed information.

________________________________________ ________________________________________ ________________________________________

Challenge: If you had

ew i ev Pr

Teac he r

_______________________________________________________________

to carry out the above survey Australia-wide, how would you do it and how and where would you present the results?

Write your ideas under your pictograph.

© ReadyEdPubl i cat i ons DATA orr evi ew pur posesonl y • TASK•f Indicator Indicator: Uses pictographs to summarise and present information.

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20 reading graphs

SELF AS SES SMENT ASSES SESSMENT

w ww

1

Why do we use graphs?

. te

m . u

Materials Materials: •newspaper •magazine •scissors •glue •pencils

_______________________________________________________________

o c . c e r any of typeh of e graph in a newspaper or magazine, 2 Find o t r s s cut it out and paste it onto the backe of r this sheet. u p Describe the information the graph is giving us.

_______________________________________________________________ _______________________________________________________________

____________________________________________ ____________________________________________ ____________________________________________

Challenge:

Under your graph, name as many different types of graphs you know of, or have seen.

Indicator Indicator: Extracts information from a graph.

61

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CHANCE ASSESSMENT

TASK

21 possible/impossible a list of possible/impossible events that will occur at school 1 Make today.

Materials Materials: •pencil

POSSIBLE

e.g. ice cream will fall from the sky.

What could the weather possibly be today?

___________________________________________

3

What could the weather possibly be tomorrow? ___________________________________________

ew i ev Pr

Teac he r

IMPOSSIBLE

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

e.g. we might have a special visitor.

2

SELF AS SES SMENT ASSES SESSMENT

Challenge:

Pretend you are the weather reporter.

On the back of this page, predict what the weather might be like for the next seven days.

© ReadyEdPubl i cat i ons DATA orr evi ew pur pose soASSESSMENT nl y• TASK •f Indicator Indicator: Demonstrates an understanding of the difference between likely and unlikely events.

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22 hair colour many different hair colours do you have in your class?

1 How _________________________

w ww

2

On a piece of paper, draw a table and tally up your class hair colour, based on what you can see.

4

List some other categories you could group your classmates under.

SELF AS SES SMENT ASSES SESSMENT

m . u

Materials Materials: •paper •pencils

. te o Make a statement about the results. _______________________ c .

3 _____________________________________________________ che e r o t r s super ____________________________________________ ____________________________________________ Indicator Indicator: Uses a tally to summarise gathered information.

62

Challenge:

Do you think the results of your table would be similar in each class? If so why or why not? Discuss with a classmate.

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ANSWERS SPACE

TASK 1 BRIDGES 1) Answers could include: Triangles, squares, rectangles.

2) Teacher to check.

TASK 2 LINES 1) Answers will vary. 2) Answers will vary.

3) 5

TASK 12 THE AQUARIUM 1) Teacher to check.

Challenge: Teacher to check.

TASK 13 STEP IT OUT 1 - 3) Answers will vary.

ew i ev Pr

Teac he r

Challenge: Answers will vary.

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

Challenge: Answers will vary.

Challenge: 9

1) Square, rectangle, triangle, hexagon, octagon, trapezium.

2) Circle, oval.

3) Teacher to check / answers will vary.

Challenge: Teacher to check.

TASK 3 STRAIGHT LINES 1) Answers will vary. 2) Teacher to check.

TASK 14 LOCAL MAP 1) Teacher to check.

Challenge: Answers will vary.

Challenge: Answers will vary.

TASK 4 CURVED LINES 1) Answers will vary. 2) Teacher to check.

TASK 15 LOST! 1) Answers will vary.

Challenge: Answers may include: Carry water, food, compass, map, mobile phone, warm clothing, and shelter, tell someone where you are going and how long you will be gone for, and so on.

2) Teacher to check.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Challenge: Challenge: Straight lines (reasons may vary).

TASK 5 CYLINDERS 1) Rectangle, circle. 2) Teacher to check.

Answers will vary.

TASK 16 STRANDED! 1) 9 trips 2) 90 trips

Challenge: Answers will vary.

TASK 17 PLAYGROUND 1) Answers will vary.

TASK 7 FARMYARDS 1) Teacher to check.

. te

2) Answers will vary.

Challenge: Answers will vary.

Challenge: Teacher to check.

TASK 8 HOUSES 1 - 3) Answers will vary.

m . u

Challenge: Answers will vary.

w ww

TASK 6 RABBIT HUTCH 1) Teacher to check. 2) Teacher to check.

o c . che e r o t r s super

Challenge: Teacher to check.

TASK 9 TOWERS 1) Answers will vary. 2) Teacher to check.

Challenge: Answers will vary.

TASK 18 LOST TREASURE 1) Teacher to check the map.

Challenge: Answers will vary.

TASK 19 ZOO MAP 1) Teacher to check.

6 5 4

TASK 10 SYMMETRY 1) Answers will vary. 2) Teacher to check.

3

Challenge: Teacher to check.

1

2

2) a. lion b. giraffe c. seal d. tiger e. bear f. zebra g. snake h. gorilla

-

F1 A2 F6 A6 D5 C1 C4 E3

A B C D E F

63

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ANSWERS

Challenge:

maps of places, maps of shopping centres, maps of countries.

TASK 20 SCHOOL MAP 1) Teacher to check / answers will vary.

5g + 59p, 6g + 53p, 7g + 47p, 8g + 41p, 9g + 35p, 10g + 29p, 11g + 23p, 12g + 17p, 13g + 11p, 14g + 5p. (p = point, g = goal)

Challenge: Pattern as in Q.2. Answers may

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

Challenge: Teacher to check.

TASK 21 SPACE ASSESSMENT: CUBES 1) a) Square, b) 6 2 - 3) Teacher to check.

include: 1g + 144p, 2g + 138p, 3g + 132p, 4g + 126p, 5g + 120p, 6g + 114p, 7g + 108p, 8g + 102p, 9g + 96p, 10g + 90p, and so on.

Challenge: Answers will vary.

Teac he r model).

TASK 22 LOCATION ASSESSMENT: CLASS POSITION 1 - 3) Teacher to check / answers will vary.

Challenge: 23 students.

ew i ev Pr

Challenge: Rectangle, triangle (teacher to check

TASK 6 EQUATIONS 1) Answers will vary / teacher to check. (Note: All equations must equal between 0 and 10.) (e.g. 4 x 3 x 2 x 1 = 24)

TASK 7 8KM RUN 1) 42 km 2) 49 km 3) 56 km 4) 63 km

Challenge: 210 km

NUMBER

TASK 1 THE CINEMA 1) 15 2) 150 3) 3 rows

TASK 8 TRIP TO THE MUSEUM 1) 22 students 2) 11 groups 3) 44 students

Challenge: © ReadyEdP ubl i cat i ons •f orr evi ew pur posesonl y• 10 minutes

Challenge: 60 empty seats.

Challenge: More

w ww

TASK 3 EMUS AND WOMBATS 1) Answers include: 1e +12w, 3e + 11w, 5e + 10w, 7e + 9w, 9e + 8w, 11e + 7w, 13e + 6w, 15e + 5w, 17e + 4w, 19e + 3w, 21e + 2w, 23e + 1w, 25e + 0w.

Challenge:

. te

Challenge: 120 houses

TASK 10 HIGH 5 1) Person 1 – 2, 3, 4, 5 Person 2 – 3, 4, 5 Person 3 – 4, 5 Person 4 – 5 Answer = 10 high 5s

Challenge:

o c . che e r o t r s super

2e + 24w, 4e +23w, 6e +22w, 8e + 21w, 10e + 20w, 12e + 19w, 14e + 18w, 16e + 17w, 18e + 16w, 20e + 15w, 22e + 14w, 24e + 13w, 26e + 12w, 28e + 11w, 30e +10w, 32e + 9w, 34e + 8w, 36e + 7w, 38e + 6w, 40e + 5w, 42e + 4w, 44e + 3w, 46e + 2w, 48e + 1w, 50e + 0w. (e = emu, w = wombat) TASK 4 MAGIC SQUARES 1) a) cross b) cross c) circle d) circle 2) Answers will vary.

Challenge: Teacher to check.

TASK 5 GOALS AND POINTS 1) a) 18 b) 54 c) 78 d) 90

64

TASK 9 STREET NUMBERS 1) 60 houses 2) 20 houses

m . u

TASK 2 NUMBER COMBINATIONS 1) 45, 46, 54, 56, 64, 65.

2) 456, 465, 546, 564, 645, 654.

Person Person Person Person Person Person Person

1 - 2, 3, 4, 2 - 3, 4, 5, 3 - 4, 5, 6, 4 - 5, 6, 7, 5 - 6, 7, 8 6 - 7, 8 7- 8

5, 6, 7, 8 6, 7, 8 7, 8 8

Answer = 28 High 5s

TASK 11 ORDERING AGE 1) F.H. (92 yrs), M.F (83 yrs), T.B (79 yrs), M.W. (62 yrs), E.W. (61 yrs), J.S. (56 yrs), H.S. (53 yrs), G.H. (49 yrs), E.R. (34 yrs), P.B. (31 yrs), K.B. (29 yrs) B.H. (27 yrs), S.S. (21 yrs), L.S.(18 yrs), J.R. (9 yrs), J.R. (6 yrs), L.R. (4 yrs), T.B. (3 yrs), C.B. (2 yrs), S.B. (1 yr).

2) 91 years

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ANSWERS

Challenge: Add ages and divide by 20 (number

of residents). Answer = 36 years.

TASK 12 GUESS THE AGES. 1) 2 yrs, 3 yrs, 5 yrs, 9 yrs, 17 yrs, 33 yrs, 65 yrs.

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

Challenge: 19.14 years (add the ages and divide by 7 people).

Challenge: Answers will vary and may include

possible combinations such as: 18 + 1 + 1, 17 + 2 + 1, 16 + 2 + 2, 15 + 3 + 2, 14 + 4 + 2, 4 + 3 + 3, 14 + 5 + 1, 13 + 6 + 1, 13 + 5 + 2, 12 + 4 + 4, etc.

Challenge: Teacher to check.

TASK 19 FOOTBALL CARDS 1) 4 packs 2) $6.00

Challenge: 30 packs

TASK 20 COIN COMBINATIONS 1) Teacher to check.

ew i ev Pr

TASK 13 BOWLING 1) Answers may include: 10 + 0, 9 + 1, 8 + 2, 7 + 3, 6 + 4, 5 + 5.

2) Possible answers may include: 10 + 0 + 0, 9 + 1 + 0, 8 + 1 + 1, 7 + 2 + 1, 6 + 3 + 1, 6 + 2 + 2, 5 + 3 + 2, 5 + 4 + 1, 4 + 3 + 3, 4 + 4 + 2, 4 + 5 + 1, 3 + 7 + 0.

Teac he r

1) a) 4679 b) 9764 2) Answers may include: 1234, 1342, 1423, 1432, 1324, 2134, 2134, 2143, 2431, 2413, 3124, 3214, 3412, 3421, 4321, 4123, 4213, 4231.

Challenge: $20 + $5 + $2 + 10c + 5c.

TASK 21 COIN DONATIONS 1) Answers will vary.

Challenge: Answers will vary.

TASK 22 SCHOOL CANTEEN 1) $4.85 2)15c 3) $3.55, $1.45

© ReadyEdP ubl i cat i ons Challenge: •f orr evi ew pur posesonl y•

Challenge: Answers may include: 1 x 4 + 16 x

w ww

6, 4 x 4 + 14 x 6, 7 x 4 + 12 x 6, 10 x 4 + 10 x 6, 13 x 4 + 8 x 6, 16 x 4 + 6 x 6, 19 x 4 + 4 x 6 and 22 x 4 + 2 x 6.

. te

TASK 15 PARTY BALLOONS 1) 2 (5 minutes), 3 (10 minutes), 2 (15 minutes), 3 (20 minutes), 4 (25 minutes), etc.

Answer= 30 balloons 2) 40 minutes

$24.25

TASK 23 CAKE STALL 1) a) $1.60 b) $1.20 d) $1.00 e) $1.90 2) $2.30

c) $1.50 f) $1.20

Challenge: 40 scones

m . u

TASK 14 CRICKET 1) Between 6 and 36.

2) E.g. 6 + 6, 6 + 4 + 2, 6 + 4 + 1 + 1, 6 + 2 + 2 + 2, 4 + 4 + 4, 4 + 4 + 2 + 2, 4 + 4 + 1 + 1 + 1 + 1, 4 + 4 + 2 + 1 + 1, 2 + 2 + 2 + 2 + 2 + 2, 4 + 2 + 2 + 2 + 2, 4 + 2 + 2 + 2 + 1 + 1 , 2 + 2 + 2 + 2 + 2 + 2.

TASK 24 LOCAL SWIMMING POOL 1) a) $16.00 b) $7.50 c) $18.00 d) $9.00 e) $17.50 f) $26.00 2) 2 adults and 2 children.

o c . che e r o t r s super

Challenge: 3 hours 20 minutes

Challenge: Answers may include: 10 adults, 16 children, 5 adults + 8 children.

TASK 25 FRACTIONS AND VALUES 1) a) 50c b) 25c c) 20c e) 75c f) 70c g) 40c

TASK NO 16 NUMBERS ALL AROUND 1) Answers will vary. 2) Answers will vary.

Challenge: $18.75

Challenge: Answers will vary.

TASK 26 PARTY PLANNING 1) 7 2) 10 litres

TASK 17 WORKING IN MULTIPLES 1) a) 48 b) 80 c) 96 2) a) 36 b) 108 c) 84 3) a) 200 b) 350 c) 500

Challenge: Answers will vary.

d) 10c h) 5c

Challenge: 4 slices TASK 27 FAMILY HOLIDAY 1) 250 km 2) 500 km 3) 250 km

Challenge: 600 km 65

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ANSWERS

1) a) 24 b) 12 c) 16 d) 8

2) 6 bunches

Challenge: 1/12 or twelfths.

TASK 29 100M SPRINT 1) 12:45 sec, 12:58 sec, 13:11 sec, 13:28 sec, 13:34 sec, 13:50 sec, 14:04 sec.

2) 1:18 sec

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

Challenge: 13:18 sec

Challenge: Answers will vary (at least 200 cm).

TASK 6 TABLE SUPPORT 1 - 2) Teacher to check.

TASK 30 WATER TANK 1) 3.5 litres 2) 7.2 litres 3) 20 weeks

Challenge: Answers will vary / teacher to check.

Challenge: 2500 days

TASK 31 NUMBER ASSESSMENT: DICE COMBINATIONS 1) Answers may include: Three combinations – 4 + 4, 3 + 5, 2 + 6 2) Answers may include: 6 + 3 + 1, 5 + 4 + 1, 4 + 3 + 3, 2 + 6 + 2, 4 + 4 + 2.

3) 5, 30.

ew i ev Pr

Teac he r

1) Answers will vary but should include: Vertical cylinders, rectangle, and squares.

2) Answers will vary (at least 40 cm).

3) a) Answers will vary (at least 140 cm). b) Answers will vary (at least 160 cm). a) Answers will vary ( at least 180 cm).

TASK 7 CLASS PHOTOS 1) a) 153.5 cm b) 152 cm c) 149.5 cm d) 146 cm 2) 142.5 cm

Challenge: Answers will vary.

TASK 8 RUNNING TAP 1 - 2) Answers will vary.

3) a) 4 litres b) 10 litres c) 8 litres d) 6 litres

© ReadyEdP ubl i cat i ons Challenge: •f orr evi ew pur posesonl y•

TASK 32 NUMBER ASSESSMENT: ANTS AND SPIDERS 1) 4 ants + 7 spiders, 8 ants + 4 spiders, 12 ants + 1 spider, 10 spiders + 0 ants.

Challenge: 144 legs

w ww

that water height increases.

TASK 1 BOUNCING BALL 1) a) 12 metres b) 6 metres c) 3 metres

. te

TASK 2 CLASS DESKS 1 - 3) Teacher to check.

2) 6

TASK 10 STRANDED! 1) 5 2) 12

o c . che e r o t r s super

Challenge: Answers will vary.

TASK 3 TOWERS 1 - 3) Teacher to check / answers will vary.

Challenge: Answers will vary.

TASK 4 SWINGS 1) a) 4 b) 6 c) 5 d) 8 2) Answers will vary (at least 60 cm and over).

Challenge: Answers will vary (at least 80 cm and over).

66

TASK 9 KING’S CROWNS 1) Submerge the crowns in water to check water displacement. Water would be highest in the bucket containing the gold crown.

2) Tablespoon.

Challenge: Answers will vary but should mention

MEASUREMENT

Challenge: 4 metres

10 minutes

m . u

Challenge: 6 + 6 + 4 + 4, 5 + 5 + 5 + 5, 6 + 5 + 4 + 5, 6 + 6 + 6 + 2, 6 + 6 + 5 + 3.

Challenge: Answers will vary but should mention

aeroplanes can only carry a certain weight and therefore limit baggage accordingly.

TASK 11 CLASSROOM AREAS 1) a - d) Teacher to check. 2) Teacher to check.

3) Measure the length and multiply length x width.

Challenge: Teacher to check.

TASK 12 JUICE FACTORY 1) a) 50 b) 100 c) 200 d) 400 2) 40

Challenge: 2000 litres.

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ANSWERS

TASK 13 GROUPING PEOPLE 1) Answers could include: Families, children, adults, tall, short, old, young, heavy, light, etc.

2) Divide them evenly so as not to weigh down one part of the boat.

TASK 21 MEASUREMENT ASSESSMENT: METRES 1 - 3) Answers will vary / teacher to check.

Challenge: Answers will vary.

Challenge: Height, age and health can determine

TASK 22 MEASUREMENT ASSESSMENT: BUS TIME TABLE 1 - 2) Answers will vary / teacher to check.

Challenge: 5 hours 55 minutes.

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

who can travel on a ride.

TASK 14 RIGHT ANGLES 1) Teacher to check. 2) Teacher to check. right angles help provide a sturdier design.

TASK 15 TV CABINET 1) Teacher to check. (E.g. angles include: right, straight, acute, obtuse.)

2) Teacher to check / answers will vary.

Challenge: Answers will vary.

TASK 16 TEMPERATURES 1 - 2) Answers will vary.

CHANCE and DATA

TASK 1 CARDS 1) a) 26/52 or ½ or 50%, b) 13/52 or ¼ or 25%, c) 26/52 or ½ or 50%, d) 1/52, e) 13/52 or ¼ or 25%, f) 4/52 or 1/13.

2) Answers will vary. 3) Unlikely, slim.

Challenge: Answers will vary.

ew i ev Pr

Teac he r

Challenge: Answers will vary but should mention

TASK 2 BIKE RAFFLE 1) a) 1/100 b) 5/100 or 1/20 c) 10/100 or 1/10 d) 20/100 or 1/5 e) 25/100 or ¼ f) 50/100 or ½ 2) a) $2 b) $10 c) $20 d) $40 e) $50 f) $100 Challenge: Answers will vary.

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

heat of the sun, shelter/cool of the shade, and block out all of the sun.

TASK 17 MINUTES 1) Answers will vary.

2) Answers will vary.

w ww

Challenge: Answers will vary but could include: Catching public transport, appointments, race times, cooking.

TASK 18 SWIMMING LAPS 1) 30 minutes 2) 60 laps 3) 15 laps

. te

Challenge: 20 minutes

TASK 4 GUESSING COMPETITION 1) Answers will vary. 2) Answers will vary but should mention: Students who purchase more guesses would have more chance of winning.

Challenge: $18.40

o c . che e r o t r s super

TASK 19 TRAIN TIMETABLE 1) 9 2) a) 8.45am b) 11.15am c) 3.45pm d) 7.45pm e) 10.15pm f) 12.15am

Challenge: 12

TASK 3 COLOURED BALLS 1) Answers will vary. 2) Teacher to check.

Challenge: Answers will vary / teacher to check.

m . u

Challenge: Answers will vary but should mention

TASK 20 EXCURSION TIMETABLE 1) Friday 25 April 2) Teacher to check / answers will vary.

Challenge: Answers should mention: Stagger arrival times or lunch break times or education/tour session times.

TASK 5 LIKELY / UNLIKELY 1 - 3) Answers will vary.

Challenge: Answers will vary.

TASK 6 COLOURED DIE 1 - 4) Answers will vary.

Challenge: Teacher to check.

TASK 7 USING A TALLY 1) Answers will vary. 2) Answers will vary.

Challenge: Teacher to check.

TASK 8 HOT AND COLD 1) Teacher to check. 2) Answers will vary.

Challenge: Answers may include: Warm clothing waterproof clothing, warm hats, gloves, shelter, food, water, etc.

67

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ANSWERS

TASK 9 SCHOOL CROSSING 1) Answers may include: Survey parents, teachers, and local community members and keep a tally of traffic in busy areas.

2) Answers should suggest: Present collated information to school community in the form of tally tables, graphs and figures.

Challenge: 7.14 cm average. Divide total of

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

Challenge: Answers should suggest: Look at

dangerous traffic areas according to accidents and complaints in that vicinity. Survey residents as to their needs.

TASK 10 FAVOURITE OUTFITS 1) Answers may include: Yellow t-shirt + jeans + runners, yellow t-shirt + skirt + runners, yellow t-shirt + jeans + heels, pink t-shirt + jeans + heels, pink t-shirt + skirt + heels, pink t-shirt + skirt + runners (could be displayed in a tree diagram).

2) 12 possible outfits outlined in a tree diagram. e.g. Red t-shirt, blue jeans, white runners.

Challenge: Answers will vary.

50 cm by 7 years.

TASK 16 LUNCH SURVEY 1) E.g. What is your favourite sandwich filling?

2) Teacher to check.

Challenge: Teacher to check / answers will vary.

TASK 17 YEAR 4B SPORTS 1) E.g. In 4B four boys play cricket, six boys play T-ball and two boys play both cricket and T-ball.

2) Teacher to check.

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TASK 15 HEIGHT CHART 1) Teacher to check. 2) 3rd year.

3) 7th year.

Challenge: Teacher to check / answers will vary.

TASK 18 SUMMER OR WINTER 1) Answers may include: More people like summer than winter; An equal number of people surveyed like and dislike winter; Those that dislike summer, like winter; Those that like summer, dislike winter.

2) Answers will vary / teacher to check.

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Challenge: Answers will vary.

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TASK 12 CONDUCTING SURVEYS 1) Answers may include: Distribute a survey, ask a question, and keep a tally of results 2) E.g. What is your favourite sport?

3) Some form of graph or table should be mentioned in answer.

4) Different, i.e. each group of surveyed people would give a different answer.

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TASK 19 FAVOURITE FRUIT 1) Teacher to check. 2) Answers will vary.

3) Answers may include: Table, bar graph or line graph.

Challenge: Answers will vary.

TASK 20 READING GRAPHS 1) Answers should mention: Clearly represents information or easier to read and present results 2) Teacher to check.

o c . che e r o t r s super

Challenge: Teacher to check.

TASK 13 LABEL THE GRAPH 1) Answers will vary. 2) Answers will vary.

Challenge: Answers will vary.

TASK 14 TRIP AROUND AUSTRALIA 1) a) 11 days, b) 10 days, c) 16 days, d) 12 days, e) 12 days, f) 6 days, g) 16 days.

2) Teacher to check.

Challenge: E.g. Bar or line graph or table.

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Answers will vary / teacher to check.

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TASK 11 TRAVELLING TO SCHOOL 1) Answers may include: Walk, ride bike, by car, by bus, by train, by tram.

2) Answers may vary but should mention a bar or pictograph showing the different ways students travel to school including the number of students in each category.

Challenge: Answers will vary.

TASK 21 CHANCE ASSESSMENT: POSSIBLE/IMPOSSIBLE 1 - 3) Answers will vary.

Challenge: Teacher to check / answers will vary.

TASK 22 DATA ASSESSMENT: HAIR COLOUR 1 - 4) Teacher to check / answers will vary.

Challenge: Answers will vary.