Animal Maths Series: Subtraction by Teacher Superstore

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Publications

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o c . che e r o t r s super Published by: Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.com.au info@readyed.com.au

ISBN: 978 1 86397 788 3 Page 2

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Any copying of this book by an educational institution or its staff outside of this blackline master licence may fall within the educational statutory licence under the Act.

Reproduction and Communication by others

Contents Stage 1 * Subtracting 1, 2 from numbers less than 10 Teachers' Notes for Sheets1 and 2 * Sheet 1 * Sheet 2

6 6 7 8

* Revision (up to 20) Teachers' Notes for Sheets 21 and 22 * Sheet 21 * Sheet 22

36 36 37 38

Stage 3

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

*Subtracting 4, 5, 6 from 10 and numbers less than 10 Teachers' Notes for Sheets 5 and 6 * Sheet 5 * Sheet 6

* Subtracting multiples of 10 from multiples of 10 up to 100 Teachers' Notes for Sheets 23 and 24 * Sheet 23 * Sheet 24

39 39 40 41

12 12 13 14

*Subtracting 6, 7, 8, 9 from 10 and numbers less than ten Teachers' Notes for Sheets 7 and 8 * Sheet 7 * Sheet 8

* Subtracting a number less than ten from a multiple of ten Teachers' Notes for Sheets 25 and 26 * Sheet 25 * Sheet 26

42 42 43 44

15 15 16 17

* Subtracting 10 from any number up to 100 Teachers' Notes for Sheets 27 and 28 * Sheet 27 * Sheet 28

45 45 46 47

* Subtracting two-digit numbers without regrouping Teachers' Notes for Sheets 29 and 30 * Sheet 29 * Sheet 30

48 48 49 50

*Subtracting 2-digit numbers, higher numbers in the “ones” column Teachers' Notes for Sheets 31 and 32 * Sheet 31 * Sheet 32

51 51 52 53

* Subtracting without regrouping from numbers up to 99 Teachers' Notes for Sheet 33 * Sheet 33

54 54 55

* Subtracting without regrouping from a double digit number Teachers' Notes for Sheet 34 * Sheet 34

56 56 57

*Subtracting with regrouping using double-digit numbers Teachers' Notes for Sheet 35 * Sheet 35

58 58 59

*Subtracting from numbers up to 100 Teachers' Notes for Sheet 36 * Sheet 36

60 60 61

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9 9 10 11

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* Subtracting 1, 2, 3 from 10 and numbers less than 10 Teachers' Notes for Sheets 3 and 4 * Sheet 3 * Sheet 4

18 18 19 20

Stage 2

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* Subtracting 1,2,3 from numbers up to 20 Teachers' Notes for Sheets 11 and 12 * Sheet 11 * Sheet 12

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21 21 22 23

* * Subtracting 4,5,6 from numbers up to 20 Teachers' Notes for Sheets 13 and 14 * Sheet 13 * Sheet 14

24 24 25 26

* Subtracting 6, 7, 8 & 9 from numbers up to 20 Teachers' Notes for Sheets 15 and 16 * Sheet 15 * Sheet 16

27 27 28 29

* Counting backwards by 2’s, 5’s, 10’s Teachers' Notes for Sheets 17 and 18 * Sheet 17 * Sheet 18

30 30 31 32

* Vertical Subtraction Teachers' Notes for Sheets 19 and 20 * Sheet 19 * Sheet 20

33 33 34 35

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* Minuends to 10 Teachers' Notes for Sheets 9 and 10 * Sheet 9 * Sheet 10

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Introduction The Concept

Worksheets

You’ve looked at lots of animals in your junior primary classroom - now try Animal Maths: a series of two books for practice in the basic maths facts. Book One covers Addition up to 100, and Book Two deals with Subtraction. Children love animals and the Animal Maths Series shows animals on every page doing all kinds of fun things, e.g. four giraffes in a car and one more makes...?

The worksheets can be used in class or as homework sheets. Each book presents a variety of levels, allowing teachers to select work catering for individual needs.

The Animal Maths series is designed for use by any child who needs practice in the basic maths facts. Class levels are not written on the pages, so that older children working on these problems will not feel that they are doing “Year 3” work. However the emphasis in the series is basic maths so Junior Primary teachers should find them particularly helpful. The contents page gives more detail on levels of difficulty.

The Animal Maths series is much more than just another set of worksheets for photocopying. Every facing page lists practical tips on presentation, items for consideration, e.g. knowledge assumed, and numerous creative ideas for extension to other areas of the curriculum.

Basic Maths Facts

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Level

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

So often we hear of the need for basic computational skills. Animal Maths presents maths practice in a fun format. For more advanced problems, look for other Ready-Ed Publications' materials.

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1. How many copies? If, for example, you have a class of 30 children, seated in five groups of six, you may at first require a set of 10 giraffes, 10 elephants etc. for each group. You will need to make two copies of zoo animals for each group, and two copies of farm animals. Or in total 10 copies of the zoo and farm pages.

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Since there are only 5 of each animal, you would therefore have 2 different animals in each set of ten.

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2. Make 10 copies Glue onto stiff card. Cover both sides with clear adhesive plastic (for more durable counters). Cut around lines to make square counters.

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3. Usage i) Can be used flat as counters. ii) Can be “standing up” if a small dob of playdough or Plasticine is used.

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Instructions For Use of Animal Templates (templates on pages 62-63)

4. Use of pages 46, 47 (without cutting) Pre-worksheet stage. Colour 4 giraffes yellow Colour 3 elephants pink Colour 2 Lions brown Colour 5 hippos blue etc.

5. To make sets of 10 (useful from page 11 onwards). Copy, glue, cover and cut as above, but cut into sets of 10 instead of individual animals.

6. To make sets of 10 (all the same animal) i) Make two copies ii) Cut and paste to make two rows of giraffes, two rows of elephants etc. iii) Produce number of copies required from your cut and pasted sets of ten.

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Animal Maths © ReadyEdPubl i cat i ons

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Stage 1

* Subtracting 1, 2 from numbers less than 10 Teachers' Notes for Sheets1 and 2

Concept:

Answers

r o *Sheet 1 e t s B r e oo p u k S

Subtracting 1, 2 from numbers less than 10.

Prerequisite skills.

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Teacher to check.

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be able to recognise and write numerals 0 to 10; be able to count to ten; be able to form sets of objects of a given size; be familiar with addition to 10 (see Animal Maths Book 1); have had practice in concepts involved through oral discussion (see below).

*Sheet 2 Page 8

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Before commencing worksheets children should:

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Ensure children have adequate opportunities for discussion of new concepts before commencing worksheets. E.g. “Show me a group of five animals.” “If you take away two, how many will be left?” •

Plastic animals may be used. A number of zoo and farm sets will be required or make your own from the templates at the back of this book.

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*Try these sums 1-1=0 9-1=8 3-2= 1 4-2=2

8-1=7

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•

6-1= 5 7-1=6

2 - 2 = 0

o c . Extension Activity. che e r o t r s super A poem to learn and illustrate.

Lions Licking Lollipops. Three lions licking lollipops Let loose at Landsdale Park Please ask those lovely lions to leave They must be gone by dark!

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* Sheet 1

Name:_ ______________________

Here are two lions . Circle one yellow.

The yellow one has to go to a new zoo.

r o e t s Bo 2 - 1 = 1 r e pnumber story: ok We can write the u S

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How many will be left? Only one.

The new zoo needs one of each type of animal.

In each row circle one animal with yellow. Count how many animals will remain and write the answer next to each row.

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E EEEEE

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* Sheet 2

Name:_ ______________________

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If one lion finishes his lollipop, how many lions will still be licking lollipops?

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Here are three lions licking lollipops.

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1-1=

9-1=

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3-2=

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4-2= Draw your own number story using any animal on the back of this page. Page 8

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*Use your counters to find the answers to these:

6-1=

2-2=

* Subtracting 1, 2, 3 from 10 and numbers less than 10 Teachers' Notes for Sheets 3 and 4 Concept: Subtracting 1, 2, 3 from 10 and numbers less than 10.

r o e t s Bo r e *Sheet 3 p o u k S

Difficulties.

Answers

If children are having difficulties with this work: •

allow more time for demonstration of each problem before tackling worksheet.

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check prerequisite skills (p. 6).

Extension Activities. Theme: Cats.

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Teacher to check 6-2=4 4-3=1

 Cat Collage. You will need: • card or paper for background; • one large circle (for body), one smaller circle (for head) cut from anything black; • brown or ginger - felt, wrapping paper, black paper, fabric, magazine pictures; • pink triangle for nose; • wool or string for whiskers; • buttons, stick-on jewels, glitter or stick-on spots for eyes; • larger triangles for ears, cut out tails.

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*Sheet 4 Page 11

 A Poem To Learn. Pussy cat, pussy cat Where have you been? I've been to London To visit the queen.

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6-3=3 10-3=7 5-3=7

7-3=4 8-2=6 7-2=5

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 Game: Pin The Tail On The Cat.

5-2=3 pigs will stay on the farm

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Pussy cat, pussy cat What did you there? I frightened a little mouse Under her chair.

 Talk About Cats. Encourage children to bring in a photo of their cat, or to tell about something their cat did. Some children may have toy cats they could bring in. Use the opportunity to demonstrate some basic subtraction facts!

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* Sheet 3 Example

Name:_ ______________________ Here are ten geese. Two of them have already laid a golden egg. Circle two in yellow. How many have not laid a golden egg yet?

10 - 2 = 8 gggggggggg r o e t s Bo r e p ok u S

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Here are six cats. Colour two with black.

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The black cats are going to London to visit the queen. How many cats will be left?

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6-2= © ReadyEdPub l i cat i ons •the f oother rr ecats vi e w ap ur pos esonl y• Colour with different colour.

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c . che e r o t r Here are four dogs. Threes ofu them have kennels. s r pe Draw a little house around three of the dogs. How many do not have a kennel? 4-3=

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* Sheet 4

Name:_ ______________________

r o e t s Bo r e p will stay ok Howu many S on the farm? 5 - 2 = home

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Here are five pigs. Some are wearing sunglasses because they are going to the beach.

Here are nine horses. Two of them will go to the Royal Show.

h©h h h h h h h h ReadyEdPubl i cat i ons Colour two horses with black.

•f orr evi e wbep ur posesonl y• How many horses will left behind?

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9-2= Colour the other horses with a different colour.

. tecounters to find the answers toothese: *Use your

c . che e r o t 6r - 3s =u s 7-3= per 10 - 3 = 5-3=

8-2=

7-2=

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*Subtracting 4, 5, 6 from 10 and numbers less than 10 Teachers' Notes for Sheets 5 and 6 Concept:

r o e t s B r e *Sheeto 5o p u k S Answers

Subtracting 4, 5, 6 from 10 and numbers less than 10.

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Teacher to check 10-5=5

Extension Activities.

9-5=4

Theme: The Circus.

9-4=5

 Make And Play Truck Collage. You will need:

*Sheet 6

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Plan ahead. Ask children to bring in toy trucks. Use toy trucks and toy animals to practise problems before commencing worksheets.

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 Circus Games Juggling, walking on stilts - thread string through empty upturned fruit cans.

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rrrrrr 6-4=2

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 Creative Writing: write a story on a circus theme. Ideas: - a clown who can’t find his fake hair - a sad clown - a naughty baby elephant - a very tricky monkey - a runaway tiger - an acrobat family.  Story time Find stories in the library about the circus. Read and discuss.

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8-5=3

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• paper or card for background; • truck cut-out. Children will place glue along sides and base of truck. Do not glue along top. • animal cut-outs. • animals can be slipped into the truck via the top. This can be used for maths practice.

5 - 4 =1 10 - 6 =4 6 - 4 =2

9 - 6 =3 6 - 5 =1 7 - 6 =1

* Sheet 5 Example

Name:_ ______________________

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Here are ten giraffes. Circle four of them in yellow. How many are left?

r o e t s Bo r e p ok u Some of these animals are off to join the circus. S Can you find out how many will stay?

EEEEE

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10 - 4 = 6

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10 - 5d = P © Ready E ubl i cat i ons •f orr evi ew pur posesonl y•

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K K K KK

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MMMMM MMMM 9-4=

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* Sheet 6

Name:_ ______________________

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There were eight ostriches on oranges, but five have fallen off. How many ostriches are on oranges now?

8-5=

Here are six Four of them will go to l the Royal Show. ©hens. Re ad y Ed P ub i c at i o ns

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Colour four hens with black.

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How many hens will be left behind?

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*Use your

6-4=

o c . counters to find the answers to these: che e r o t r s s r u e p 5-4= 9-6=

10 - 6 = 6-4=

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6-5=

7-6=

*Subtracting 6, 7, 8, 9 (from 10 and numbers less than ten) Teachers' Notes for Sheets 7 and 8 Concept:

r o e t s B *Sheet 7 r e oo p u k S c

Answers

Subtracting 6, 7, 8, 9 (from 10 and numbers less than ten).

 Water Play. Little plastic dogs jumping off boats (made from margarine tubs, ice cream tubs, etc.) Water maths - “How many dogs in the boat?” Ten. “Now let’s make six jump off. All count together - 1, 2, 3, 4, 5, 6. Now how many in the boat?” Teacher or group member could record these little number stories, i.e. 10 - 6 = 4.

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8-7=1

h 9-9=0

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Extension Activities.

k © ReadyEdPubl i cat i ons 7-4=3 f Pet Talk. • o rr evi ew pur pos esonl y• *Sheet 8 Encourage children to talk about pet dogs

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8-7=1

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- perhaps bring in photos. Also discuss fears - some children may have had a bad experience. They may benefit from hearing about what other children do when faced with a scary dog. Lead discussion back to helpful things that dogs have done for people.

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 Dogs In Books. Read stories about dogs. Many easy to read books about dogs can be made available for use in the classroom, such as the “Spot” books by Eric Hill and “Go Dog Go” by P.D. Eastman.  Creative Writing. Children write a story about some dogs that go out in a boat. Do they have an adventure? Do they rescue someone? Do they find buried treasure? Do they help somebody?

9-4=5

5-4 =1 10-6 =4 6-4 =2

9-6 =3 6-5 =1 7-6 =1

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* Sheet 7

Name:_ ______________________

Example

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Circle eight of these sheep with blue.

9-8=1

r o e t s Bo r e p ok u Here are eight Scows. Six of them are going off to be milked.

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How many others are left?

Circle six with brown. How many cows will be left?

8-6=

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How many will be left?

9-9=

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7-4=

Name:_ ______________________

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* Sheet 8

Here are eight dogs on a boat. Seven of them are just about to dive into the water. How many will be left on the boat? 8-7=

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How many will be left?

9-4=

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ppppppppp . te *Use your counters to find the answers. too these: c che e r o t r s s r u e p 5-4= 9-6=

10 - 6 = 6-4=

6-5=

7-6=

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* Minuends to 10 Teachers' Notes for Sheets 9 and 10 Concept:

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Minuends to 10.

•

Although they should already be familiar with the number combinations to make ten from work in addition, it is nevertheless helpful to see the connection again.

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The colour chart will help children form a clear idea of how blocks of numbers fit together to make ten.

•

Knowing what number is needed to make ten is the basis for more advanced work in subtraction and addition, so time spent on activities and practise from these pages will be well worth while.

Extension Activities.

Answers

Page 19

Teacher to check 10 - 1 = 9

10 - 7 = 3

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•

10 - 9 = 1

10 - 4 = 6

10 - 6 = 4

10 - 3 = 7

10 - 2 = 8

10 - 8 = 2

10 - 5 = 5

10 - 10 = 0

*Sheet 10

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Ten groups of children will each make a strip of ten animals on coloured card. The first group will make ten giraffes, evenly spaced along the card. The second group will do ten elephants - a group of nine, then a space, then a tenth. The lions will be in groups of eight and two, and so on, after the pattern of the chart on page 19. Children could draw the animals, or templates at the back of this book could be copied and enlarged, then coloured in, cut and glued onto cardboard strips. Pin or hang animal strips around the room, or make a big black truck from thick card, and hold animal strips so that animals appear to be going into the truck. “We had ten, now six have gone into the truck. How many are still out of the truck? Who can write the number sentence on the board?”

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 Flashcards

10 - 5 = 5

10 - 9 = 1

10 - 4 = 6

10 - 8 = 2

10 - 3 = 7

10 - 7 = 3

10 - 2 = 8

10 - 6 = 4

10 - 1 = 9

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Make a set of flashcards with the problems on page 19 on them. Hold up one at a time and encourage speedy responses.

 Creative Writing

Make up a story about ten animals. Some have to go away or are taken away for some reason. What happens to those left behind? Write a number story for each story. Make a “Ten take away ...” book from a compilation of these stories.

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10 - 10 = 0

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 Animal Strips

* Sheet 9

G G G G G G G G G G

Circle 10 in red

E E E E E E E E E E Circle 9 in orange L L L L L L L L L L Circle 8 in yellow B B B B B B Bt B B BB Circle 7 in light green r o e s r e o p ok C C C C C C C C C C Circle 6 in dark green u S F F F F F F F F F F Circle 5 in dark blue R R R R R R R R R R Circle 4 in light blue K K K K K K K K K K Circle 3 in purple h h h h h h h h h h Circle 2 in brown

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Name:_ ______________________

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10 - 7 =

10 - 1 =

. t 10 - 4 = e 10 - 3 =

o c . che e r o t r s- 6 = super 10 10 - 9 =

10 - 8 = 10 - 10 =

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counters to find the answers to these:

10 - 2 =

10 - 5 =

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* Sheet 10

Circle 5 in red

E E E E E E E E E E Circle 9 in orange L L L L L L L L L L Circle 4 in yellow B B B B B B B B B B Circle 7 in light green r o e t s B r e C C C C Cp C C C C C Circleo 1o in dark green u k S F F F F F F F F F F Circle 8 in dark blue R R R R R R R R R R Circle 3 in light blue K K K K K K K K K K Circle 2 in purple h h h h h h h h h h Circle 6 in brown

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G G G G G G G G G G

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Name:_ ______________________

M M M M Md M P M Circle 8t ini black © M R M ea d M yE ub l i ca o ns

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10 - 10 = 10 - 9 =

10 - 8 =

Page 20

10 - 2 =

10 - 1 =

. te o 10 - 4 = c . che e r o t r supe 10 r - 3s =

10 - 7 = 10 - 6 =

10 - 5 =

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•diagram f orr e vi ew pur posesonl y• *Use the above or your counters to find the answers to these:

Stage 2

* Subtracting 1,2,3 from numbers up to 20 Teachers' Notes for Sheets 11 and 12 • At this stage there should still be great reliance on physical counting of concrete objects. If there are not enough plastic animals to make up sets of twenty, you may wish to use sets from the templates at the back of this book.

r o e t s B*Sheet r e oo11 p u k S

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• Counting backwards. Whole class counting backwards together helps to reinforce the concept of the order of the numbers.

Page 22

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• Gradual introduction of mental maths should be attempted. One method of introduction is the ‘number circle’. Write some numbers between one and twenty on the board in the shape of a circle (random positions). When the teacher points to a number, students must be ready to say the number which is one less than that number. (Might win an animal stamp for answering correctly.)

Answers

11-2=9

15-1=14

17-3=14

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 Different cows Show pictures of different types of cows used for different purposes and different climates.  Where do cows live? Find out which types live in various parts of your state or country. Relate this to the children in terms they can understand. If possible, arrange to visit a dairy farm.

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Page 23

13-2=11

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 Cow to table Learn about the story of milk - from cow to table. Draw a flow diagram on the whiteboard.

r co . 11-4=7

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 Cow collage. Make picture of a cow, with grass underfoot, perhaps a tree overhead. Materials: - cardboard or paper for background; - sticks, leaves, grass; - brown, black, white fabric. Optional: a pink rubber glove to make small cut-out udders.

19 - 3 = 16 17 - 1 = 16 15 - 3 = 12 13 - 3 = 10

16 - 1 = 15 14 - 2 = 12 20 - 1 = 19 20 - 2 = 18

 Cooking - Make a milk shake. You will need an electric blender, 500 ml milk, 2 bananas, 2 tspns sugar, 4 ice blocks. Blend for 60 seconds. (Makes 6 small serves.)

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* Sheet 11 Example

Name:_ ______________________

Here are nineteen cats. Colour one with black.

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Here are eleven hens. Circle two with brown.

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kkkkk kkkkk kkkkk kkkk r o If the black one goes away, e t s B r 19o - 1 = 18 e how many willp be left? ok u S

If the brown ones go off to lay some eggs, how many hens will be left?

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Here are fifteen donkeys. If one goes home, how many will be left? Circle one donkey. Count the rest.

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mmmmm mmmmm . 15 - 1 = te mmmmm o c .

che e r o st uprun Here are seventeen cats.r Ifs three away, how er

many will be left? Circle three cats. Count the rest.

kkkkk kkkkk kkkkk kk 17 - 3 = Page 22

* Sheet 12

Name:_ ______________________

r o e t s Bo r e p ok u S 13 - 2 =

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Here are thirteen cows going bush walking. Two have decided to lie down and have a rest. How many are still walking?

Here are eleven hens. Four of them have laid an egg.

r© rRr r r r r r r r r eadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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Draw an egg next to four of the hens. 11 - 4 = How many hens have not laid eggs?

*Use your counters to find the answers to these:

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o c . che e r o t r 17 - 1s =u s 14 - 2 = per 19 - 3 =

15 - 3 = 13 - 3 =

16 - 1 =

20 - 1 =

20 - 2 =

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* Subtracting 4,5,6 from numbers up to 20 Teachers' Notes for Sheets 13 and 14 • The reliance is still on concrete learning. Actual counting of objects, animals, etc.

r o e t s Bo r e p ok u S C K M © ReadyEdPubl i cat i ons E •f orr evi ew pur posesonl y•

Extension Activities.

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 Animal Olympics. All of the activities on p. 25 involve Olympic style sporting events. Your class could have their own animal Olympics. Teams should be named after various zoo animals.

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Activities:

14-4=4

12-4=8

16-6=10

20-5=15

*Sheet 14 Page 26

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• running races, various lengths; • sack races; • mini-hurdles - jumping over chairs. Take one step up and over the chair (demonstrate so children don’t try to jump over the whole chair); • shot put - throw the mini beanbag; • relays.

For a more elaborate version, costumes could be made (use art & craft sessions) and make-up can be used to suggest various animals, or even masks.

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• The more practice given in this type of concrete learning, the better will be the child’s understanding of the concepts involved in the process of subtraction.

*Sheet 13

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• It will be noted that some of the problems are those which may involve regrouping (e.g. 12 - 6, 20 - 5). However, the regrouping method is not normally introduced at this phase of learning. Children should still be counting how many animals are left. Later, when they encounter regrouping, these problems will have already been tried, so it will not seem so daunting. Furthermore, they will always have the counting method to fall back on if they haven’t learned the basic maths facts necessary for regrouping.

Answers

15-5=10

12-6=6

19 - 6 =13 17 - 5 = 12 15 - 3 = 12

11 - 4 = 7 16 - 4 = 12 20 - 5 = 15

* Sheet 13

Name:_ ______________________

Example Here are fourteen camels who want to go in a camel race. Unfortunately, four of them will not be allowed to go. Put a big cross on four of them. How many will be in the race?

Teac he r

ew i ev Pr

CCCCC CCCCC r o e t s B r e o 14 - 4 = 4 CCCC p ok u S

Twelve kangaroos want to try out for the long jump.

Four will miss out. (Cross them out.) How many will jump?

KKKKK KKKKK KK © ReadyEdPubl i cat i ons 12 - 4 = •f orr evi ew pur posesonl y•

m . u

Sixteen monkeys will try out for the swimming races. Six won’t be good enough. How many will be in the race?

w ww

MMMMM MMMMM . te 16 - 6 = o MMMMMM c . che e r o t r s su r Twenty elephants will try outp fore the weight lifting.

Five won’t be good enough. How many will be weight lifting?

EEEEE EEEEE EEEEE EEEEE

20 - 5 =

Page 25

* Sheet 14

Name:_ ______________________

Fifteen ostriches wanted to go jump the hurdles in the hurdling race. Five of them weren’t any good at it, so they had to stop.

ew i ev Pr

Teac he r

r o e t s Bo r How many ostriches e p ok went in the hurdles? u S 15 - 5 = Here are twelve birds. Six of them have made a nest.

w ww

Draw a nest next to six of the birds.

. te

How many birds do not have nests?

*Use your

o c . che counters to find the answersr to these: e o r st super

r Page 26

12 - 6 =

m . u

19 - 6 =

11 - 4 =

17 - 5 =

16 - 4 =

15 - 3 =

20 - 5 =

* Subtracting 6, 7, 8 & 9 from numbers up to 20. Teachers' Notes for Sheets 15 and 16

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

Answers

Concept:

Subtracting 6, 7, 8 & 9 from numbers up to 20.

• Using physical objects to make sets, take away the subset and count the remainder.

Teac he r

Extension Activities.  Sheep Map. Use a large map of your country or state. Glue little cutout sheep (e.g. from templates at the back of this book) in areas where sheep are farmed.

Page 28

ew i ev Pr

• The more concrete practice the children have, the better will be their understanding. If they have so much practice that they begin to know basic subtraction facts up to 20 by heart, then later learning will come much easier.

*Sheet 15

Teacher to check 11-6=5 17-7=10 19-8=11 16-9=7 20-8=12

18-7=11 14-9=5 19-7=12 19-9=10 14-7=7

 The Story Of Wool.

w ww

• Sorting and grading. Stained or damaged wool is removed. The rest of the wool is sorted according to quality. • Making yarn. Talk about the spinning wheel, still used by some crafts people today. Explain that big machines are used these days to untangle the wool fibres and arrange them in a flat sheet and then into ropes.

. te

Page 29

m . u

• Shearing. The experts use power shears to clip the wool from the sheep.

o c . che e r o t r s super

• Making fabric. Yarn can be knitted or woven to make fabric. Discuss these processes. Show different types of woollen fabrics.

 Other activities. • Visit a sheep farm. • Visit the sheep section at a show. • Arrange for a shearing demonstration to take place. • Visit someone who can operate a spinning wheel. • Invite a knitter to school to demonstrate different types of products or even teach the children how to knit!

Teacher to check 20-6=4 18-8=10 17-6=11 15-2=3 11-3=8 19-3=16

Page 27

* Sheet 15

Name:_ ______________________

This sheep has lost her bag of wool. The answer on her cover must match the answer on her bag of wool. Draw a line from this sheep to her bag of wool.

r o e t 12 - 6 = 6 s B r e oo p u k S

Now match these sheep with their bags of wool.

11 - 6 =

18 - 7 =

ew i ev Pr

Teac he r

14 - 8 = 6

w ww

19 - 8 =

16 - 9 =

20 - 8 =

Page 28

. te

19 -7 =

14 - 7 =

m . u

14 - 9 =

o c . che e r o t r 19 -9= s supe r

* Sheet 16

Name:_ ______________________

Draw a line and match these fish with their fish bowl.

20 - 6 =

ew i ev Pr

Teac he r

r o e t s Bo r e p ok u S 18 - 8 =

17 - 6 =

w ww

. te

11 - 3 =

19 - 3 =

m . u

15 - 2 =

o c 11 . che e r o t r s super 10

Page 29

* Counting backwards by 2’s, 5’s, 10’s Teachers' Notes for Sheets 17 and 18 Concept: Counting backwards by 2’s, 5’s, 10’s.

Prerequisite:

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

*Sheet 17 Page 31

Children should already be familiar with the concept of counting backwards by ones. (See teaching tips p. 21).

a. b. c. d.

 Oral practice. Using a number line on the board (a white board is a good idea because you can use a kangaroo magnet), demonstrate how you are going back by two numbers each time. Do the same for counting back by five and counting back by ten. Then count back by ten from any starting point.

Teacher to check 20 18 16 14 12 10 8 6 4 2 0 50 45 40 35 30 25 20 15 10 5 0 Teacher to check

*Sheet 18 Page 32 a. Teacher to check

ew i ev Pr

Teac he r

 Counting Backwards

w ww

Two long strips of card will be needed, long enough to be divided into 30 squares. Top strip will be glued over the top of bottom strip, but will have a little door or flap cut in each numbered square, to reveal a good luck or bad luck message written underneath (even numbers good, odd numbers bad). So, looking at the chart one would see a long strip of little doors, numbered one to thirty. After number thirty there should be a sign saying “Start here.”, as well as a copy of the following poem: “Counting backwards, two by two, see what fun’s in store for you. Do not enter the wrong door, or bad luck will be in store.” The good luck messages should be very positive., e.g. you will make a lot of friends, everyone will smile at you, you will learn to cook delicious cookies, etc. The bad luck messages should all be funny things to do with animals - not serious messages! E.g. An elephant will squirt water on you. A rhinoceros will sit on you. A giraffe will eat your hat. This should be a class or group activity, with everyone contributing a message.

. te

Page 30

m . u

c. 95 85 75 65 55 45 35 25 15 5 d. 99 89 79 69 59 49 39 29 19 9 92 82 72 62 52 42 32 22 12 2

o c . che e r o t r s super

* Sheet 17 (a)

Name:_ ______________________

The jumping kangaroo is bouncing back by two. Can you draw a little hump to show where he’s going to jump next?

13 14

ew i ev Pr

Teac he r

(b)

o s 6 t 7 r 8 e 9 B 10 11 12 r e oo p u k S 3

Now see if you can count backwards by twos from 20 down to 0. Fill in the missing numbers.

20 18 16 ..... 12 10 ..... .....

w ww

See if you can fill in the gaps.

. te

m . u

Can you count by fives? It’s easy. 5, 10, 15, 20, 25, 30, 35 ... So, to count backwards by fives, we just turn it around.

50 45 ..... 35 30 ..... ..... 15 .....

o c . c e her r (d) o t s s r u e p Here’s the kangaroo again. Now he’s jumping back by ten. Draw the jumps.

10 20 30 40

K 50 60 70 80 90 100 110 Page 31

* Sheet 18 (a)

Name:_ ______________________

The jumping kangaroo is jumping back by fives. Draw the jumps.

r o 25 t 30 35 e 40 B 45 50 55 s r e oo p u k S (b) Here’s the kangaroo again. Now he’s jumping back by ten. 5

10 15 20

ew i ev Pr

Teac he r

Draw the jumps.

(c)

15 25 35

45 55 65 75 85 95 105

w ww

m . u

What if the jumping kangaroo had a different starting point? Suppose he started at 95 and still jumped back by ten? See if you can fill in the gaps.

(d)

85 . te 75 ..... 55 ..... ..... 25 ..... o c . che e r o t r s super

Count back by ten from these numbers.

.....

Page 32

* vertical Subtraction Teachers' Notes for Sheets 19 and 20 At this stage the children should still be relying on concrete counting of objects (unless you have already introduced and practised regrouping with your class and intend to use this as revision work).

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

Concept:

*Sheet 19 Page 34 a. 3

 Present vertical format on board before proceeding on work sheets. In initial examples you may wish to use numbers less than ten.

b. 3

Extension Activities.

e. 1

Theme: Goats.

f. 1

c. 4 d. 4

 Information about goats.

ew i ev Pr

Teac he r

Introducing subtraction problems in a vertical format (ready for later regrouping).

Answers

*Sheet 20

. te

c. 8 d. 9 e. 8 f. 17 g. 11 h. 10

m . u

w ww

• Goats can give us milk. Many people are allergic to cow’s milk and milk products. Some of these people are able to have goat’s milk and cheese made from goat’s milk. Goats have been used for milk for thousands of years. • Some people even eat goat’s meat. • Goats also provide us with wool. Angora goats provide wool called mohair, and cashmere goats provide cashmere wool • There are both domestic and wild goats. • Male goats are “Billy” goats, female “Nanny” goats and young “kids”.  Goat Farms Check telephone directories to locate and contact cashmere and angora goat farms and goat dairies in your area. Contact to find information about educational visits or availability of brochures, pictures, samples, demonstrations, etc.

o c . che e r o t r s super i. 14 j. 15

 Goat tales. Check libraries for a copy of “The Wolf And Seven Little Kids” (Grimm) or “The Three Billy Goats Gruff”.  Feral Goats Find out from relevant authorities whether feral goats are a problem in your state / country. Where are they located? What kind of damage do they cause? How did they come to be there? How do they survive?

Page 33

* Sheet 19

Name:_ ______________________

Look Here are nine goats. Five are going to another farm. How many goats are staying?

b b b b b b b b b 9 r o e t s B r e oo- 5 or 9-5=4 p u k 4 S

ew i ev Pr

Teac he r

There are two ways to write the number story.

Try these going down. Draw a line through the animals to show the number being subtracted. 7

- 4

(b)

pp kkk ©pp ReadyEdPubl i cat i ons •ppp f orr evi ew pur posekk sonl y• 5

- 2

(d)

(c)

ggggg . te g gggg

w ww

- 6

(e)

4 - 3

Page 34

8 - 4

m . u

(a)

rrrr rrrr co

. che e r o t r s sup r e (f )

ss ss

6 - 5

mmm mmm

* Sheet 20

Name:_ ______________________

Look Here are nineteen goats. Five are going to another farm. Circle five in black. Count how many will be left.

b b b b b b b b b b b b b b bor b b b b e t s B r e o 19

Teac he r

ok or

19 - 5 = 14

ew i ev Pr

p u S

There are two ways to write the number story.

*Try these problems going down the page 20

(b)

(c)

w ww

(f )

(g)

(d)

(e)

. te

- 7

(i)

17 - 3

- 2

- 5

m . u

(a)

(h)

- 8

o c . che e r o t r smay use animals or super You (j) 19 - 4

counters to help you.

Page 35

* Revision (up to 20) Teachers' Notes for Sheets 21 and 22 Answers

Concept:

*Sheet 21

• Page 37 (Sheet 21) may be used as a starting point for a teacher who sees a need for revision of basic maths facts; this worksheet will pinpoint where the trouble lies. Alternatively it provides revision of subtraction facts covered so far in this book.

Page 37

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

• Page 38 (Sheet 22) may be used for practising vertical subtraction. Difficulties on Sheet 21

For difficulties with a-b, revise pp 6-11 For difficulties with c-f revise pp 12-17 For difficulties with g-l, revise pp 18-20 For difficulties with m-p, revise pp 21-29 • If concrete objects (e.g. animal sets) have been used up to this point, then they need to be available to children while working on page 37.

10-4=6 a. b. c. d. e. f. g. h. i. j. k. l. m. n. o. p.

8 7 4 1 3 2 12 4 8 5 10 9 10 11 6 8

ew i ev Pr

Teac he r

Subtraction from numbers up to and including 20. Revision/diagnostic.

w ww

• However, from this point on, as well as counting the objects or animals, children should also be encouraged to memorise the basic subtraction facts up to 20. This memorisation should be gradual, progressive and unpressured. Turn it into a game or quiz (perhaps with animal stickers for prizes). Start with subtraction facts up to 10. Then up to 15. Then up to 20. This memory work will pay dividends later when the children learn subtraction with regrouping. Extension Activities.

. te

Theme: Crocodiles.

*Sheet 22 Page 38

o c . che e r o t r s super

 Crocodile Capers Search your school or local library for poems, stories and information about crocodiles.  Crocodile Habits Find out geographic location of crocodiles, what type of environment they like, how they hide in the water etc.  Crocodile Craziness Involve children in making a puppet play about crocodiles. Two green socks on hands, invert toes for a “mouth”. Button eyes. Yellow or white felt triangles sewn on for “teeth”.  Crocodile Game Join hands in a long line, spiral to the centre and out again.

Page 36

m . u

13-3=10

Teacher to check

* Sheet 21

Name:_ ______________________

This crocodile is cracking coconuts. He has ten to do and he has already cracked four. How many still to be cracked?

(a)

r o e t s Bo r e p ok u S (b)

10 - 2 =

(c)

(d)

9-5=

10 - 3 = 8-6=

(g)

(h)

16 - 3 =

w ww (i)

(k)

(m)

(j)

12 - 4 =

. te

11 - 7 =

m . u

(e)

ew i ev Pr

Teac he r

10 - 4 =

14 - 9 =

o c 20 - 10 =c 16e - 7. = her r o st super 20

- 10

(l)

(n)

17 - 6

(o)

15 - 9

(p)

16 - 8

Page 37

* Sheet 22

Name:_ ______________________

This rabbit has thirteen eggs. He dropped three. How many eggs left? 13 - 3 =

10 - 2 =

9-5=

ew i ev Pr

Teac he r

r o e t s Bo r e 13 p ok u - 3 S

7-3=

w ww

. te

5-4=

Page 38

- 3

m . u

- 5

o c 9-8= 8e - 6. = che r o r st super

- 4

- 8

- 6

* Subtracting multiples of 10 from multiples of 10 up to 100. Teachers' Notes for Sheets 23 and 24 Concept:

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

Subtracting multiples of 10 from multiples of 10 up to 100.

Prerequisite Knowledge And Skills:

Teac he r

*Sheet 23 Page 40

- 10

a. b. c. d. e. f. g. h. i.

80 50 40 40 70 10 90 20 30

ew i ev Pr

 Familiarity with vertical format (See pp. 33-35).  Understanding of concept of “tens column” and “ones column”. To check this understanding write some numbers on the board, e.g. 90, 21. “Ninety is really how many tens?” “Twenty one is two tens and one in the ones column.” Use sets of tens and singles (animals, blocks, rods, etc.) to demonstrate. If there is a problem do not proceed to worksheet without further understanding of “tens” and “ones”.

Answers

w ww

 Creative Writing. Children could make up a story about a pig who was always painting pictures. Encourage illustrations on each page, e.g. “The pig decided to paint a picture of his sister, Pamela Pig. This is the picture that he did.” Pages can be stapled together to make a book. Each child could do his or her own book, or all the pictures could be collected to make a book for the whole class.

. te

*Sheet 24 Page 41

m . u

Extension Activities.

- 30

o c . che e r o t r s super

 Children Painting Pictures. Divide class into groups of five, each child in a group to paint a picture depicting one line of the nursery rhyme: This little piggy went to market, This little piggy went home, This little piggy had roast beef, This little piggy had none, And this little piggy cried “wee wee wee” all the way home.

a. b. c. d. e. f. g. h. i. j. k. l.

20 10 30 10 10 40 30 50 20 30 40 20

Page 39

* Sheet 23 Look

Name:_ ______________________

Here are twenty hens. Ten are going off to lay eggs. How many will be left? Cross ten with your pencil. Count how many hens are left.

Teac he r

*Try these problems (a)

(b)

(c)

- 10

ew i ev Pr

- 10 rrrrrrrrrr r o e t s Bo 10 r e p ok rrrrrrrrrr u S

60 - 20

(d)

w ww

- 30

. te

(g)

100 - 10

Page 40

(e)

90 - 20

(f )

m . u

- 70

o c . che e r o t r s(i) super (h) 90

- 70

- 50

* Sheet 24

Name:_ ______________________

60 - 30 30

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

ew i ev Pr

Teac he r

Sixty pigs were painting pictures. Thirty decided to stop for lunch. How many pigs were still painting pictures?

*Try these problems © Rea dyEdPu bl i cat i o(d) ns (b) 20 (c) 40 (a) 80 90 •f orr evi ew pur posesonl y • - 80

. te 30

- 20

(i)

30 - 10

(f )

(g)

m . u

w ww (e)

- 10

- 60

(h)

- 40 o c . che e r o t r s super - 40

- 20

(j)

50 - 20

(k)

80 - 40

(l)

70 - 50

Page 41

Stage 3

* Subtracting a number less than ten from a multiple of ten. Teachers' Notes for Sheets 25 and 26 Concept:

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

*Sheet 25

Suggestions:

Page 43

 Make blocks of ten animals (See p. 4).

 Ask whole class to count how many monkeys we have. Count by tens. Then explain how it would be easy to take away ten. (Put behind your backs). “Now how many?” (Put ten back) “Now how many again?” “What if we just wanted to take one monkey away. How could we do that?” Student might suggest “Cut one off.” Take out a pair of scissors and do just that. Discuss how many whole tens are left and how many ones. Write whole problem step by step on the board, explaining it again. Show regrouping then explain that we don’t want to cut up all our sets of ten to work out the problems, but we can use a ruler to cover up the animals we’re going to take away. Work through same problem with the whole class using their animal sets.

- 1

ew i ev Pr

Teac he r

Subtracting a number less than ten from a multiple of ten. Introduction to regrouping.

a. b. c. d. e. f. g. h. i.

79 78 67 44 15 23 82 36 75

w ww

 Work through other examples orally with whole class before proceeding to worksheet.

. te

*Sheet 26 Page 44

- 9

o c . che e r o t r s super

Extension Activities.

 Creative Writing. A monkey escapes from a zoo and comes to your house.

 Art /Craft. Making a mobile. Material: Magazines, cardboard from cereal packets, glue, scissors, wire coathangers, string. Cut pictures from magazines (you may choose a theme “Things a monkey would like” - fruit, toys etc.). Glue onto card. Cut around the outline. Punch a hole. Tie on a length of string. Tie to base of coat hanger. Use different lengths of string and number of pictures.

Page 42

m . u

a. b. c. d. e. f. g. h. i.

66 75 '57 34 13 82 29 38 41

* Sheet 25

Name:_ ______________________ If there were sixty monkeys in the zoo, but one climbed out and ran over to your house,

60 - 1 59

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

*Try these problems (a)

(b)

- 1

(c)

- 2

ew i ev Pr

Teac he r

How many monkeys would still be in the zoo?

- 3

(d)

w ww

- 6

. te

(g)

90 - 8

(e)

20 - 5

(f )

m . u

- 7

o c . che e r o t r s (i) s per (h) u 40

- 4

- 5

Page 43

* Sheet 26

Name:_ ______________________

There were forty monkeys making mobiles. Nine finished and went off looking for bananas.

r o e t s Bo r e p ok u S - 9

*Try these problems (a)

(b)

(c)

ew i ev Pr

Teac he r

How many monkeys were still making mobiles?

w ww

(d)

- 6

. te

(g)

30 - 1

Page 44

(e)

(f )

m . u

•f orr evi ew pur posesonl y• 90

- 7

- 8

- 2

- 9

o c . che e r o t r s s r u e p (i) (h)

* Subtracting 10 from any number up to 100. Teachers' Notes for Sheets 27 and 28 Answers

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

Concept:

Subtracting 10 from any number up to 100.

Teac he r

Extension Activities.  Creative Writing. Write a story about some sheep who have raincoats, rainhats and boots to keep their wool dry.

Page 46

- 10

a. b. c. d. e. f. g. h. i.

53 35 27 13 75 4 66 79 1

ew i ev Pr

These problems are not inherently difficult. They do not involve regrouping. They do, however, require understanding of the concept of the “tens” column and the “ones” column. Emphasise the importance of writing the answers under the correct columns.

*Sheet 27

w ww

 Game: Donkey. A subtracting ten game. A group of ten or more children stands in a circle. Everyone claps hands against hips, hands in front, hands against hips, clap in front, in unison to get a rhythm going. Teacher or leader says a number (e.g. ninety-five) Then nominates someone in the group on the next hip and hand clap, e.g. Sal-ly. “Sally” must then be ready with (eighty-five) or ten less than whatever number was last said and then immediately nominate the next person. This continues until the answer is below ten, which then allows that person to start with another number in the eighties or nineties. If someone can’t give the answer they score a “D”, next time it will be an “o” and of course they’ll be out of the game if they get to D-o-n-k-e-y.

. te

*Sheet 28 Page 47

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•  Art /Craft. Use coloured card or have children paint in a coloured background for a collage of sheep under trees using: cotton wool, black plastic, sticks and leaves.

o c . che e r o t r s super a. 18 b. 45 c. 85 d. 56 e. 38 f. 74 g. 2 h. 19 i. 63

Page 45

* Sheet 27

Name:_ ______________________ Ninety-nine ostriches were standing by a fence. Ten jumped over the fence and ran off down the road.

99 - 10

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

*Try these problems (a)

(b)

- 10

(c)

- 10

ew i ev Pr

Teac he r

How many were left still standing by the fence?

37 - 10

(d)

w ww

- 10

. te

(g)

76 - 10

Page 46

(e)

85 - 10

(f )

m . u

- 10

o c . che e r o t r s(i) super (h) 89

- 10

* Sheet 28

Name:_ ______________________

There were fifty one sheep with shoes.

Ten decided to take their shoes off.

- 10

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

*Try these problems (a)

(b)

- 10

(c)

- 10

ew i ev Pr

Teac he r

How many sheep were still wearing shoes?

- 10

(d)

w ww

- 10

. te

(g)

12 - 10

(e)

48 - 10

(f )

m . u

- 10

o c . che e r o t r s (i) s per (h)u 29

- 10

Page 47

* Subtracting two-digit numbers without regrouping. Teachers' Notes for Sheets 29 and 30 Answers

Concept:

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

Subtracting two-digit numbers without regrouping.

*Sheet 29 Page 49

Suggestions:

Teac he r

99 - 11

ew i ev Pr

Stress the importance of keeping numbers in the correct columns.

Extension Activities.  Vocabulary / Spelling. Camel, dromedary, bactrian, desert, oasis, palm, mirage, rain, sand, sandstorm, dune, cactus, irrigation.

a. 61

 Creative Writing. a) Poem. Brainstorm for “-ump” words, e.g. hump, jump. Write them all on the board. Children write a poem using as many of these as possible. Read the “Mr Gump” section of “One Fish, Two Fish, Red Fish, Blue Fish” by Dr Seuss. This would probably be best after the poem writing session otherwise you might end up with a lot of “copycat” poems. b) Camel Capers. Write a story about a number of camels who go to town (or anywhere else) to have a good time.

d. 70

 A Few Camel Facts. Camels live in deserts and can last for a long time with very little food and water. They store fat which they can use for energy in their humps. They can obtain moisture from the plants they eat and they don’t lose much moisture by sweating like other animals - they let their bodies get up to 6°C (11°F) hotter. We would have to go to hospital if we got so hot! If it’s a very hot day, camels rest in the shade.

Page 50

 Creative play. Use a shoe box or metal tray as a sand tray, complete with palms (plastic or use a few stems of fishbone fern tied at the base or any other pretend trees) sticks, stones, sand, toy camels, etc.

d. 41

b. 32 c. 30

*Sheet 30

o c . che e r o t r s super a. 21 b. 41 c. 23 e. 41 f. 68 g. 11 h. 54 i. 21

Page 48

m . u

w ww

. te

h. 44

- 31

* Sheet 29

Name:_ ______________________

Ninety-nine camels were riding bikes.

99 - 11

Eleven grew tired and sat down to rest.

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

*Try these problems (a)

(b)

- 31

(c)

- 31

ew i ev Pr

Teac he r

How many camels were still riding bikes?

- 15

(d)

w ww

- 21

. te

(g)

47 - 11

(e)

44 - 13

(f )

m . u

- 23

o c . che e r o t r s (i) s per (h)u 66

- 24

- 12

Page 49

* Sheet 30

Name:_ ______________________

There were seventy-eight camels cleaning cars. Thirty-one finished the job quickly and sat down to rest.

r o e t s B r e oo p u k S

*Try these problems (a)

(b)

(c)

78 31

ew i ev Pr

Teac he r

How many were still busy cleaning cars?

w ww

(d)

. te

- 25

(g)

64 - 53

Page 50

(e)

(f )

m . u

•f orr evi ew pur posesonl y• 99

- 46

- 31

- 24

- 56

o c . che e r o t r s super (h) (i)

*Subtracting 2-digit numbers, higher numbers in the “ones” column.

Teachers' Notes for Sheets 31 and 32 Answers

Concept:

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Subtracting 2-digit numbers, higher numbers in the “ones” column. (Not requiring regrouping.)

*Sheet 31 Page 52

 Basic subtraction facts (up to ten).  Understanding of “tens” column, “ones” column.

Extension Activities.

a. 12 b. 42

 Creative Writing. Brainstorm with class games for chickens (or hens) to play. (Might include board games.) Write up a list. Children choose a game and write a story about hens or chickens (or you may let them select another animal) who play the game.

c. 11

 Art /Craft. Draw or paint a picture to illustrate the story above.

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Prerequisites Skills / Knowledge:

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 Project. Find out about different types of chickens. Bring pictures to show, or draw a picture of one type.

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 Art /Craft. Eggshell art. Arrange in advance for everyone to bring in washed egg shells. Crush and glue onto paper as a collage, or use to decorate recycled jam jars, which may be painted by brush, once the glue is dry, or even spraypainted gold. Decorated jars make handy pencil holders, vases etc.

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d. 62 e. 52 f. 32 g. 17 h. 64 i. 16

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* Sheet 31

Name:_ ______________________ A farmer had seventynine horses.

Forty-eight of them were - 48 going in the local races.

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How many were not competing?

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* Sheet 32

Name:_ ______________________

Sixty-nine hens were playing hopscotch.

Forty-seven of them decided it was time to stop playing and start laying eggs.

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How many were still playing hopscotch?

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* Subtracting without regrouping from numbers up to 99.

Teachers' Notes for Sheet 33 Concept:

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Subtracting without regrouping from numbers up to 99.

Extension Activities.

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*Sheet 33 Page 55

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 Learn about Hippopotamuses. Hippopotamuses live in Africa. The hippopotamus is the third largest land dwelling animal (after the elephant and the rhinoceros). The hippo spends a lot of time in or near the water. They are good swimmers and can stay under water for up to six minutes. They feed on grass, fruit, leaves and vegetables. The hippo can run as fast as a person. If frightened they head for the water. They have huge mouths and will open them wide and show their tusk-like teeth to frighten enemies. In their natural environment hippos live about 30 years. In a zoo they can live up to 50 years.

Answers

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 Creative Writing. An adventure story in Africa where a frightened hippo heads for the water and you have to get out of its way; or fantasy ideas, e.g. a hippo’s birthday bash, hippos on the moon, hippos on holiday.

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Talk about the idea of a house for a hippo. Would the bathroom be the biggest room? What else would be a feature in the house? Students choose a room in a house to draw and paint, showing what hippos would do in there. If wished, a large brown paper house silhouette could be covered with some of these pictures. - Make hippos from playdough, Plasticine, papermache, clay. - Decorate a hippo. Cut hippo outlines from cereal boxes for children to decorate any way they wish, e.g. paint, crayon, texta or gluing on fabric scraps, paper, rice or other grains, coloured foil, wrapping paper, etc.

* Sheet 33

Name:_ ______________________

There were thirty-nine hippos hiding in houses. Twentyeight of them grew tired of the game and went down to the river for a swim. How many hippos were still hiding?

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* Subtracting without regrouping from a double digit number

Teachers' Notes for Sheet 34 Physical demonstration of the regrouping concept is essential. Work through a large number of problems with the whole class or in groups before commencing worksheets.

Concepts:

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Problems:

A common problem is lack of familiarity with basic maths facts to 20. To combat this, revise earlier pages and perhaps give p. 37 as homework. Do speed maths and maths games with basic subtraction facts.  If the problem lies with understanding the regrouping concept, physical demonstration is the best way to assist. Use blocks or rods, plastic animals (with bags or bundles of ten), popsticks or photocopy animal outlines in groups of ten (see the back of this book). If you make sufficient photocopy sets, you can allow children to cut them out to practise the problems.

*Sheet 34 Page 57 a. 15 b. 12 c. 25 d. 15 e. 29 f. 38 g. 31

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Subtracting with regrouping. Taking single-digit number from a double-digit number.

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Answers

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 Television and movies. Discussion about TV shows or movies which feature dogs.  Story. “101 Dalmatians”.  Creative Writing. Write a story about some dogs who help around the house. Do they accidentally spill or break things? Draw pictures.  Different types of dogs. Class project. Step 1. Everyone in the class to collect as many pictures of dogs, e.g. from magazines, calendars, pet photos, etc. as possible. Step 2. From the pool of pictures everyone will choose a different breed of dog, to research and write about. Step 3. Notes and pictures to be mounted on paper or cardboard. Step 4. Pin up project charts all around the classroom.

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Extension Activities.

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* Sheet 34

Name:_ ______________________

Look at this sum. Now, this is tricky. You can’t take 6 away from 1, so you must regroup.

21 - 6

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Regrouping One of the tens must become ten ones, leaving 1 ten and 11 ones. Now we can say 11 - 6 = 5. Write 5 in the ones column. 1 ten take away 0 tens is still 1 ten. Write 1 in the tens column and you should have the answer – 15.

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Subtracting with regrouping using double-digit numbers Teachers' Notes for Sheet 35 Concept:

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Subtracting with regrouping. Double-digit numbers from double-digit numbers.

Difficulties:

*Sheet 35 Page 59

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Should difficulties arise, check teaching tips on p. 56. Check also that children clearly understand concept of “tens” column and “ones” column. Make photocopied sheets of sets of ten (see pp. 62-63). Cut them out as a demonstration, e.g. “Here we have three whole tens and three ones. We want to take away two tens and five ones. Let’s start with the ones, etc.” As you explain, using one of the whole tens for regrouping, physically cut two animal squares from a set of ten. This will show how you now have five ones to take away and eight ones left in the units column. Next explain the tens column. Show whole process on board. Do other demonstrations. Group work.

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Answers

f. 39

Learn About Giraffes.

g. 15

Giraffes are the tallest animals. They live in Africa. They eat leaves, twigs and fruit. Giraffes can close their nostrils to keep out sand and dust. Giraffes have very long legs - their legs are about 1.8 metres long - about the height of a man. A baby giraffe is very big and weighs about as much as a grown up human. Art /Craft.  Giraffe collage. Using white, yellow or light tan card, cut out giraffe silhouettes. Have a variety of orange to brown coloured items for gluing onto giraffes - fabric scraps, brown paper, wrapping paper, dried beans / peas.  Crayon / Oil Pastel Exercise. Completely colour in page with yellow / orange crayons. Completely cover yellow / orange with black crayon. Use blunt pencil or sharp stick to etch in giraffe outlines. Outline dark patches on giraffe coat.

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Extension Activities.

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Work through problems in groups. One person can be the “explainer”, one the “cutter”.

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* Sheet 35 Look

Name:_ ______________________

Forty-four giraffes were jumping jugs. Thirty-five of them became exhausted and stopped. How many giraffes were still jumping jugs?

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*Subtracting from numbers up to 100 Teachers' Notes for Sheet 36 Concepts:

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Subtracting from numbers up to 100.

Revision / diagnostic

For difficulties with a-b, revise pp 6-29

For difficulties with c-d revise pp 42-44 For difficulties with e-h, revise pp 54-55 For difficulties with i-l, revise pp 48-50 For difficulties with m-t, revise pp 56-59

Extension Activities.

a. 5 b. 7 c. 23

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Diagnosing Trouble.

k. 62 l. 51 m. 39

 Cats With Cameras. For discussion. What sort of things would cats take photos of? (Birds, mice, kittens.)

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Step 1. Brainstorm as many ideas as possible for things that cats would like in a book. Each person to contribute at least one page. Step 2. Make the pages. Some ideas: A collage with scraps of yarn as a play page for cats, a collage of cat pictures from magazines, a picture of a dish of milk, a picture of a basket, a drawing of cats, pictures of mice, a smells page for cats. Step 3. Assemble the pages. Step 4. Allow cat owners to borrow the book, take it home, show it to their cat, bring it back and describe how the cat enjoyed it.

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 Creative Writing. Write a story about travel, a day at the show, a circus or any other event as if you were a cat, i.e. a cat’s point of view.

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 Make a book For Cats. Class project.

* Sheet 36

Name:_ ______________________

Thirty-seven cats with cameras came to the carnival. Ten dropped their cameras and went off chasing mice.

37 - 10

How many cats still had their cameras?

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