Primary Mathematics - Back to Basics: Book A - Ages 5-6

RIC-6056 4.3/173

Primary mathematics: Back to basics (Book A) Published by R.I.C. Publications® 2008 Copyright© Jenni Harrold 2008 ISBN 978-1-74126-691-7 RIC– 6056

Additional titles available in this series:

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Primary mathematics: Back to basics (Book B) Primary mathematics: Back to basics (Book C) Primary mathematics: Back to basics (Book D) Primary mathematics: Back to basics (Book E) Primary mathematics: Back to basics (Book F) Primary mathematics: Back to basics (Book G)

This master may only be reproduced by the original purchaser for use with their class(es). The publisher prohibits the loaning or onselling of this master for the purposes of reproduction.

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It is strongly recommended that the class teacher checks all URLs before allowing students to access them.

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FOREWORD Primary mathematics: Back to basics is a series of books with a back-to-basics approach designed to support and reinforce the foundations of the maths curriculum. It is a clear and comprehensive resource that covers number, measurement, space and chance & data concepts for each year level. This series is ideal for: • • • • •

teaching a new concept consolidation homework assessment revision.

Titles in the series are:

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Primary mathematics: Back to basics – Book B Primary mathematics: Back to basics – Book D Primary mathematics: Back to basics – Book F

Contents

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Primary mathematics: Back to basics – Book A Primary mathematics: Back to basics – Book C Primary mathematics: Back to basics – Book E Primary mathematics: Back to basics – Book G

Teachers notes ........................................................................................................................................................................................ iv Curriculum links ........................................................................................................................................................................................ v

Number

Space

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Identifying 2-D shapes ................................................

Identifying 3-D shapes ................................................

Straight and curved .....................................................

Using shapes ................................................................

Symmetry ......................................................................

Location .........................................................................

38–41 42–43 44–45 46–47 48–49 50–51

Measurement

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Counting numbers to 10 .................................................. 2–3 Counting numbers to 20 .................................................. 4–5 Counting numbers to 50 .................................................. 6–7 Ordinal numbers . ............................................................. 8–9 Bigger or smaller ......................................................... 10–11 More than, less than ................................................... 12–13 Half and double ............................................................ 14–15 Addition ......................................................................... 16–17 Addition problems . ...................................................... 18–19 Subtraction ................................................................... 20–21 Subtraction problems . ................................................ 22–23 Groups of … ................................................................ 24–25 Money – Coins . ............................................................ 26–27 Money – Notes ............................................................. 28–29 Money amounts ........................................................... 30–31 Odd and even numbers ............................................... 32–33 Number patterns .......................................................... 34–35 Number sentences ...................................................... 36–37

Size . ................................................................................ 52–53 Length ............................................................................ 54–55 Capacity . ....................................................................... 56–57 Mass .............................................................................. 58–59 Periods of time ............................................................. 60–61 Days of the week ......................................................... 62–63 Months of the year ....................................................... 64–65 Seasons ......................................................................... 66–67 Analog time ................................................................... 68–69 Digital time .................................................................... 70–71

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Chance and data Possibilities ................................................................... 72–73 Categories ..................................................................... 74–75 Data ................................................................................ 76–77 Picture graphs .............................................................. 78–79 Block graphs . ................................................................ 80–81

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Primary mathematics: Back to basics

TEACHERS NOTES The format of the book Each book contains teachers notes and curriculum links. Four sections are included in each book: • Number

• Space

• Measurement

• Chance and data

Each section covers a variety of concepts. The number of concepts covered varies from section to section.

Each student page in the book provides teachers with activities that relate solely to one mathematical concept. The student pages are graded, with activities that show a progressive degree of difficulty. In this way, teachers can use the page to introduce a new concept and then reinforce knowledge and skills.

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The student pages are supported by a corresponding teachers page.

The name of the concept is given.

Indicators show the specific desired outcomes when completing the worksheet.

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Teachers notes page

The name of the related strand is given.

The concepts required for students to complete each page are provided.

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Answers are given for all questions on the student page.

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The name of the concept is given.

Space is provided for each student to write his/her name on each worksheet.

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Student page

The name of the related strand is given.

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Questions or activities relating to each concept are given with sufficient space provided for students to write answers.

Since this series of books follows a set format, teachers may find it useful to use a preceding title to review a corresponding concept before new skills are introduced. Students who need extra assistance may also find this a helpful way to revise material previously taught.

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CURRICULUM LINKS Western Australia Working mathematically

WM 3.1, WM 4.1

Number

N 6.1, N 7.1, N 8.1

Measurement

M 9a.1, M 9b.1, M 11.1

Chance and data

C&D 12.1, C&D 13a.1, C&D 13b.1, C&D 14.1

Space

S 15a.1, S 15b.1, S 15c.1, S 16.1

Algebra

PA 18.1

New South Wales

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Working mathematically

WMES1.1, WMES1.2

Number

NES1.1, NES1.2, NES1.3

Measurement Chance and data Space

Algebra

DES1.1

SGES1.1, SGES1.2, SGES1.3 PAES1.1

Victoria

Working mathematically

MAMA0120, MAMA0122, MAMA0108, MAM0109, MAM0110

Number

MAMA0108, MAMA0109, MAMA0110

Measurement

MAMA0105, MAMA0113, MAMA0114

Chance and data

MAMA0117, MAMA0118, MAMA0119

Space

MAMA0105, MAMA0106, MAMA0102

Algebra

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MES1.1, MES1.2, MES1.3, MES1.4

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Working mathematically

1.2

Number

1.6, 1.7, 1.8

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Measurement

1.4, 1.5

Chance and data

1.1, 1.2, 1.3

Space

Algebra

Queensland

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1.12, 1.13, 1.14

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1.9, 1.10

Working mathematically

—

Number

N 1.1, N 1.2, N 1.3

Measurement

M 1.1, M 1.2

Chance and data

CD 1.1, CD 1.2

Space

S 1.1

Algebra

PA 1.1

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Primary mathematics: Back to basics

counting numbers to 10 NUMBER

Teacher information Indicator Recognises, counts and writes numbers to 10.

Concepts required

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Numbers 0–10 Counting backwards

Teacher check pictures 0 zero 1 one 2 two 3 three 4 four 5 five 6 six 7 seven 8 eight 9 nine 10 ten

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1.

Answers

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2. 10, 9 , 8, 7, 6, 5, 4, 3, 2, 1, 0

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counting numbers to 10 NUMBER

1. Finish the table.

Write the number or word. Draw pictures to show how many.

Number

Word

Pictures

zero

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three

4

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STUDENT NAME

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1

7

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2. Write the numbers backwards.

10,

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,

,

, 3

,

,

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,0 Primary mathematics: Back to basics

Counting numbers to 20 NUMBER

Teacher information Indicator Recognises, counts and writes numbers to 20.

Concepts required

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1.

11 12 13 14 15

2.

(a) (b) (c) (d)

Answers

16 17 18 19 20

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Numbers and words to 20 Ordering numbers

1, 2, 3, 4 7, 8, 9, 10 10, 11, 12, 13 17, 18, 19, 20

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C.Publ i cat i ons •f orr evi ew pur posesonl y• 3. Teacher check picture

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4. Teacher check picture

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Counting numbers to 20 NUMBER

1. Write the correct number next to each word.

eleven

sixteen

twelve

seventeen

fifteen

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twenty

2. Write the numbers in order.

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C.P ubl i c at i on s (b) 10,r 9,r 8 ,s ,n •7,f o evi ew ,pur po eso l y• (a) 3, 2, 4, 1

(c) 11, 13, 10, 12

,

,

,

(d) 19, 17, 18, 20

,

,

,

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3. Draw eleven flowers.

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STUDENT NAME

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r o e t s B r e oo thirteen p eighteen u k S fourteen nineteen

4. Draw a cake with 16 candles.

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Primary mathematics: Back to basics

Counting numbers to 50 NUMBER

Teacher information Indicator Recognises, counts and writes numbers to 50.

Concepts required

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

1. Teacher check numbers 1–50 2. 10

20

30

40

50

3. Answers will vary

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Numbers to 50 Counting by 10—recognising numbers and words to 10 Counting everyday items

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Counting numbers to 50 NUMBER

1. Fill in the missing numbers.

1

3 12

9 15

23

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26

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20 29 40

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2. Count by 10s. Write the number next to each word.

ten

twenty

thirty

fifty © R. I .

C. Publ i cat i ons For object, count number you have at home.

•each f or r evi ewthe pu r pos es on l y • forty

3.

forks

beds

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STUDENT NAME

31

18

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Primary mathematics: Back to basics

Ordinal numbers NUMBER

Teacher information Indicator Reads, writes and uses ordinal numbers.

Concepts required

r o e t s Bo r e p ok u S Materials needed Coloured pencils

Answers

1. Teacher check 2. 1st – gold 2nd – silver 3rd – bronze

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Ordinal numbers 1st–5th in numbers and words 1st, 2nd, 3rd medal colours – gold, silver, bronze

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3. Teacher check

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Ordinal numbers NUMBER

1. Trace over the words and write the numbers.

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2. The

person wins a gold medal.

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C.Publ i cat i ons The person ar silver medal.

•f orr ev i ewwins pu pos esonl y• The

person wins a bronze medal.

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STUDENT NAME

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Label the 1st, 2nd and

3. Colour the 1st, 2nd and 3rd medals.

3rd winners.

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Primary mathematics: Back to basics

Bigger or smaller NUMBER

Teacher information Indicator Identifies relationships among numbers.

Concepts required

r o e t s Bo r e p ok u S Materials needed Coloured pencils

Answers

1. (a) 4, 6 colour 4 (b) 10, 8 colour 8

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Counting to 20 Numbers and words to 20 Bigger/Smaller

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C.Publ i cat i ons •f orr evi ew pur posesonl y• (b) 12 (d) eighteen

3. (a) 1 (c) 8 (e) two

(b) 6 (d) ten

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2. (a) 9 (c) 20 (e) nineteen

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Bigger or smaller NUMBER

1. How many things are there in each group?

Colour the smaller of the two groups.

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(a)

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(b)

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2. Circle the bigger number.

(a)

(d) five

o (c) 15 or 20 c . che e r o t or nineteen or eighteen (e) eleven r s supe r 9

(b) 12 or 7

3. Circle the smaller number.

(a) 4 or 1

(d) ten

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or

(b) 6 sixteen

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or 13

(c) 14

or 8

(e) seventeen or two

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Primary mathematics: Back to basics

More than, less than NUMBER

Teacher information Indicator Counts to find one less and one more than.

Concepts required

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

1. (a) 4 (c) 5

(b) 7 (d) 11

2. (a) 3 (d) 14

(b) 6 (e) 16

(c) 10 (f) 20

3. (a) 2 (d) 11

(b) 7 (e) 16

(c) 9 (f) 19

4. Teacher check

(a) is less than (b) (d) is more than (c)

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Counting to 20 One more/One less

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More than less than NUMBER

1. How many things are there in each group? Write your answer.

Write if one group is more than or less than the other. Tick the box to give your answer.

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(b)

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(c)

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(d)

2.

is more than /less than ©(d)R .

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(a) 2

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numbers.

(d) 13

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(b) 5

(e) 15

(c) 9

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STUDENT NAME

(a)

(f)

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3. Write the number than is one less than each of these numbers.

(a) 3

(d) 12

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(e) 17

(f)

20

4. Draw two more fish.

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Primary mathematics: Back to basics

Half and double NUMBER

Teacher information Indicator Halves and doubles groups of pictures.

Concepts required

r o e t s Bo r e p ok u S Materials needed Coloured pencils

Answers

1. Teacher check pictures (a) 4, 2

(b) 6, 3

(c) 10, 5

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Half Double Counting to 12

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(b) 4, 8

(c) 6, 12

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Half and double NUMBER

1. In each picture, count the number of animals. Then colour half of the amount. (b)

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(a)

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How many?

(c)

Half of 4 =

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How many?

Half of 6 =

How many?

Half of 10 =

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2. In each picture, count the number of things. Then draw double the amount.

(a)

(b)

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How many?

Double 1 =

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(c)

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How many?

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Double 4 = 15

How many?

Double 6 = Primary mathematics: Back to basics

Addition NUMBER

Teacher information Indicator Records simple addition facts.

Concepts required

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Counting to 10 Adding one-digit numbers to 10 Number sentences ‘+’ sign

Answers

1. (a) 3, 2, Total 5 (b) 1, 6, Total 7 (c) 5, 3, Total 8 (d) 3, 6, Total 9

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C.Publ i cat i ons •f orr evi ew pur posesonl y• 2. (a) 2 + 2 = 4 (b) 3 + 3 = 6 (c) 4 + 2 = 6 (d) 3 + 4 = 7

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(b) 10

(c) 10

(d) 10

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Addition NUMBER

(a)

total

(b)

total

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(c)

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total

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(d)

total

2.

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C.Publ i cat i ons Write the number sentence. Find the total.

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=

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1. Count the pictures. How many altogether?

= = =

3. Solve the addition sentences.

(a) 7 + 3 =

(b) 8 + 2 =

(c) 5 + 5 =

(d) 9 + 1 =

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Primary mathematics: Back to basics

Addition problems NUMBER

Teacher information Indicator Solves addition word problems.

Concepts required

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

1. 2 + 3 = 5 apples and oranges 2. 4 + 3 = 7 flowers 3. 5 + 5 = 10 books 4. 3 + 7 = 10 children

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Reading word problems Counting to 10 Adding to 10 Writing number sentences

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5. 1 + 8 = 9 sea creatures

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Addition problems NUMBER

1. There are two apples and three oranges in the bowl.

How many are there altogether?

+

apples and oranges

=

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How many flowers

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+

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3. There are five books on the shelf and five on the table. books © R. I .

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How many are there altogether?

+

=

4. There are three girls and seven boys.

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How many children are there altogether?

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STUDENT NAME

2. There are four flowers in one vase and three in another.

5.

o c . che e r o t r s sandp er There is one seahorse u eight fish in the tank.

How many are there altogether?

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+

children

=

sea creatures

=

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Primary mathematics: Back to basics

Subtraction NUMBER

Teacher information Indicator Records simple subtraction facts.

Concepts required

r o e t s Bo r e p ok u S Materials needed Coloured pencils

Answers

1. 2, 1 2. 5, 2 3. 8, 3 4. 10, 6 5. (a) 3 – 1 = 2 (b) 4 – 2 = 2 (c) 4 – 3 = 1 6. (a) 9 (b) 5

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Counting to 10 Subtracting numbers up to 10 Number sentences ‘–’ sign

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Primary mathematics: Back to basics

(d) 0

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Subtraction NUMBER

1. Count the flowers.

Colour two.

How many are left?

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How many are left?

S

2. Count the snails.

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3. Count the worms.

Colour five.

How many are left?

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4. Count the spiders.

Colour four.

How many are left?

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STUDENT NAME

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5. Write the number sentence. Find the answer.

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(c)

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6. (a) 10 – 1 =

(b) 10 – 5 =

(d) 10 – 10 =

(c) 10 – 9 =

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= = =

Primary mathematics: Back to basics

Subtraction problems NUMBER

Teacher information Indicator Solves subtraction word problems.

Concepts required

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1. 3 – 1 = 2 biscuits 2. 6 – 2 = 4 slices 3. 7 – 2 = 5 apples 4. 10 – 4 = 6 muffins 5. 6 – 4 = 2 kittens

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Reading word problems Counting to 10 Writing number sentences

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Subtraction problems NUMBER

1. Lucy had three biscuits. She gave one to Kate.

How many are left?

2.

r o e t s Bo r e A pizza had six slices.

Mark ate two. p ok u S

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How many are left?

–

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slices

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3. There were seven apples in the bowl. Kim took two for lunch.

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–

=

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4. Mum made 10 muffins. Four were eaten.

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How many are left?

–

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STUDENT NAME

–

biscuits

muffins

5. The cat had six kittens. We gave away four.

How many are left?

–

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kittens

=

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Primary mathematics: Back to basics

Groups of ...

NUMBER

Teacher information Indicator Identifies and counts groups of objects to find a total.

Concepts required

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Groups of Counting to 12

Answers

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1. 3, 6

2. 3, 12 3. 3, 9 4. 4, 8 5. 2, 10 6. 4

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Groups of ...

NUMBER

1. How many groups of 2?

How many altogether?

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2. How many groups of 4?

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3. How many groups of 3?

How many altogether?

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C.Publ i cat i ons •f orr evi ew pur posesonl y• How many altogether?

4. How many groups of 2?

5. How many groups of 5?

w ww

m . u

STUDENT NAME

How many altogether?

. te altogether? How many altogether? o How many c . che e r o t r s super

6. Draw two groups of 2 fish. 7. Draw two groups of 3 birds.

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Primary mathematics: Back to basics

Money – coins NUMBER

Teacher information Indicator Identifies Australian coins.

Concepts required

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

1.

Answers

five cents – echidna 10 cents – lyrebird 20 cents – platypus 50 cents – emu, kangaroo one dollar – kangaroo two dollars – Aboriginal Australian

2. two dollar 3. five cents

ew i ev Pr

Teac he r

Knowledge of Australian coins—pictures and value Most/Least

w ww

. te

Primary mathematics: Back to basics

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

26

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R.I.C. Publications®

Money – coins NUMBER

1. Draw lines to match the pictures to the coins. Draw lines to match the amounts to the coins.

50 cents

Teac he r

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

© R. I .

C.Publ i cat i ons one dollar •f orr evi ew pur posesonl y•

w ww

five cents

. te

m . u

20 cents

ew i ev Pr

STUDENT NAME

two dollars

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

2. Which coin is worth the most?

3. Which coin is worth the least?

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Primary mathematics: Back to basics

Money – notes NUMBER

Teacher information Indicator Identifies Australian currency notes.

Concepts required

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

Knowledge of Australian currency notes—value, number and colour

Coloured pencils Colour images of Australian currency notes

Answers

1.

5 – five dollars 10 – ten dollars 20 – twenty dollars 50 – fifty dollars 100 – one hundred dollars

2.

$5 – pink $10 – blue $20 – orange $50 – yellow $100 – green

ew i ev Pr

Teac he r

Materials needed

m . u

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

w ww

3. Teacher check

. te

Primary mathematics: Back to basics

o c . che e r o t r s super

28

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Money – notes NUMBER

fifty dollars

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

one hundred dollars

Teac he r

10

50

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• 5 five

m . u

dollars

w ww

100

ew i ev Pr

STUDENT NAME

1. Draw lines to match the words to the notes. Draw lines to match the numbers to the notes.

ten dollars

. te

20

2.

o c . e Each note isc ah different colour. Write the amount next to the r e o r right colour. st super

$

is pink

$

is blue

$

is orange

$

is yellow

$

is green

3. Correctly colour each note.

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Primary mathematics: Back to basics

Money amounts NUMBER

Teacher information Indicators Orders money amounts.

Identifies coins needed for given amounts.

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

Materials needed Coloured pencils

Answers

1. 5c, 10c, 20c, 50c, $1, $2 2. $5, $10, $20, $50, $100

ew i ev Pr

Teac he r

Ordering amounts from smallest to largest Identifying coin amounts

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• (a) (b) (c) (d)

Colour 20c coin Colour $1 coin Colour 50c coin Colour $2 coin

w ww

. te

Primary mathematics: Back to basics

m . u

3.

o c . che e r o t r s super

30

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Money amounts NUMBER

1. Write the coin amounts in order from smallest to largest.

50c

5c

$2

20c

10c

$1

r o e t s Bo $50 r e $100 $5 p ok u S

2. Write the note amounts in order from smallest to largest.

Teac he r

3. Colour the coin you need to buy each item.

Item

Cost

$10

ew i ev Pr

Coin needed

© R. I .

C. Publ i cat i ons 20c •f orr evi ew pur posesonl y•

(a)

w ww

(b)

. te

(c)

$1

o c . che 50c e r o t r s super

(d)

R.I.C. Publications®

m . u

STUDENT NAME

$20

$2

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31

Primary mathematics: Back to basics

Odd and even numbers NUMBER

Teacher information Indicator Identifies odd and even numbers.

Concepts required

r o e t s Bo r e p ok u S Odd and even numbers to 20

Coloured pencils

Answers

1. Teacher check 2. 1, 3, 5, 7, 9 3. 10, 12, 14, 16, 18, 20

ew i ev Pr

Teac he r

Materials needed

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• 4. even 5. odd

6. 13, 17, 19

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7. 10, 16, 20

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Odd and even numbers NUMBER

1. Colour the odd numbers blue.

Colour the even numbers red.

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

r o e t s Bo r e p o u k, , , S,

2. Write the odd numbers from one to 10.

Teac he r

ew i ev Pr

3. Write the even numbers from 10 to 20.

,

,

,

,

,

4. Draw four circles. Four is an

number.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

m . u

STUDENT NAME

w ww

5. Draw 11 triangles. 11 is an

. te

number.

o c . che e r o t r s super

6. Circle the odd numbers only.

2

13

20

17

19

7. Circle the even numbers only.

3

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20 Primary mathematics: Back to basics

Number patterns NUMBER

Teacher information Indicator Identifies number patterns.

Concepts required

r o e t s Bo r e p ok u S Counts to 12

Answers

Teac he r

(a) (b) (c) (d) (e)

1, 2, 3, 4, 5, 6 2, 4, 6, 8, 10 4, 3, 2, 1, 2, 3, 4 1, 3, 6, 9, 12 1, 2, 1, 3, 1, 4

ew i ev Pr

1.

2. Answer will vary

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. te

Primary mathematics: Back to basics

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

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Number patterns NUMBER

1. Write the numbers to show each pattern. (a)

Teac he r

(b)

© R. I .

C.Publ i cat i ons

•f orr evi ew pur posesonl y•

(d)

w ww

(c)

ew i ev Pr

STUDENT NAME

s e

r o t B r e oo p u k S

(e)

. te

m . u

o c . che e r o t r s r up s e

2. Draw your own pattern to match the numbers.

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7

6

5

Primary mathematics: Back to basics

Number sentences NUMBER

Teacher information Indicator Identifies missing numbers in number sentences.

Concepts required

r o e t s Bo r e p ok u S Materials needed Coloured pencils

Answers

1.

(a) (b) (c) (d) (e) (f)

3 5 6 6 7 10

2.

(a) (b) (c) (d) (e) (f)

1 2 3 7 5 9

ew i ev Pr

Teac he r

Addition number sentences to 10 Subtraction numbers sentences to 10

w ww

. te

Primary mathematics: Back to basics

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

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Number sentences NUMBER

(a) 2 + 1 =

(b) 3 + 2 =

(c)

1

2

3

4

Teac he r

r o e t s Bo r e o6 k 4 + 2 =u p 4 5 S 2

5

6

7 7

ew i ev Pr

(d) 3 + 3 =

5

6

7

8

(e) 5 + 2 =

5

6

7

(f) 9 + 1 =

8

9

10

11

1

2

3

4

(b) 4 – 2 =

2

3

4

5

o c (c) 6 – 3 = c

1 3 5 . 7 e her r o t s super (d) 8 – 1 = 4 5 6 7

(e) 7 – 2 =

3

4

5

6

(f) 10 – 1 =

7

8

9

10

8

2.

© R. I .

C.Publ i cat i ons Colour the number thatp isu missing from number •f o rr evi ew r pos esthe on l y•

(a) 3 – 2 =

w ww

sentences. Write the answer.

. te

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m . u

STUDENT NAME

1. Colour the number that is missing from the number sentences. Write the answer.

Primary mathematics: Back to basics

Identifying 2-D shapes – 1 SPACE

Teacher information Indicator Identifies 2-D shapes.

Concepts required

r o e t s Bo r e p ok u S Materials needed Coloured pencils

Answers

1.

(a) (b) (c) (d)

Teacher check 4 Teacher check 4

2.

(a) (b) (c) (d)

Teacher check 4 Teacher check 5

ew i ev Pr

Teac he r

Squares Rectangles Number of sides

w ww

. te

Primary mathematics: Back to basics

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

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Identifying 2-D shapes – 1 SPACE

1. (a) Trace over the shape and name.

Teac he r

ew i ev Pr

© R. I .

C.Publ i cat i ons (d) many squares are there?

•How f or r ev i ew p ur posesonl y•

2. (a) Trace over the shape and name.

w ww

m . u

STUDENT NAME

r o e t s Bo r e p ok (b) A square has sides. u S (c) Colour the squares only.

. te has sides. o (b) A rectangle c . c e hrectangles r (c) Colour the only. t er o s super

(d) How many rectangles are there?

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Primary mathematics: Back to basics

Identifying 2-D shapes – 2 SPACE

Teacher information Indicator Identifies 2-D shapes.

Concepts required

r o e t s Bo r e p ok u S Materials needed Coloured pencils

Answers

1.

(a) (b) (c) (d)

Teacher check 3 Teacher check 6

2.

(a) (b) (c) (d)

Teacher check 1 Teacher check 8

ew i ev Pr

Teac he r

Triangles Circles Number of sides

w ww

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Primary mathematics: Back to basics

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

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Identifying 2-D shapes – 2 SPACE

1. (a) Trace over the shape and name.

(d) How many triangles are there?

Teac he r 2.

© R. I .

C.Publ i cat i ons (a) the name.

•Trace f orover r ev i eshape w pand ur p osesonl y•

w ww

m . u

STUDENT NAME

ew i ev Pr

r o e t s Bo r e (b) A triangle has sides. p ok u Sthe triangles only. (c) Colour

. te o c (b) A circle has sides. . che e r o (c) Colour the circles only. t r s super

(d) How many circles are there?

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41

Primary mathematics: Back to basics

Identifying 3-D shapes SPACE

Teacher information Indicator Identifies 3-D shapes.

r o e t s Bo r e p ok u S Cube Cone Sphere Cylinder Matching 2-D shapes

Materials needed Coloured pencils

Answers

1. (a) Teacher check

ew i ev Pr

Teac he r

Concepts required

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• (b)

2. (a) Teacher check (b)

w ww

m . u

3. (a) Teacher check (b)

. te

4. (a) Teacher check (b)

Primary mathematics: Back to basics

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Identifying 3-D shapes SPACE

1. (a) Trace over the shape and name.

(b) Colour the matching 2-D shape.

r o e t s r

B e oo p u (a) Trace over S the shape and name. k

Teac he r

(b) Colour the matching 2-D shapes.

i © R. I .

C .Publ cat i ons (a) the name.

•Trace f orover r ev i eshape w pand ur p osesonl y•

3.

w ww

(b) Colour the matching 2-D shape.

4. (a)

ew i ev Pr

STUDENT NAME

2.

. te

m . u

o c . c e h r Trace over the shape and name.o er t s super

(b) Colour the matching 2-D shapes.

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43

Primary mathematics: Back to basics

Straight and curved SPACE

Teacher information Indicator Identifies straight and curved lines and shapes.

Concepts required

r o e t s Bo r e p ok u S Materials needed Coloured pencils

Answers

1. Teacher check 2. l, k, w, v

ew i ev Pr

Teac he r

Straight lines Curved lines Writing own name

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

w ww

. te

Primary mathematics: Back to basics

m . u

3. Teacher check

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Straight and curved SPACE

Colour the shapes with curved lines green.

Colour the shapes with straight and curved lines red.

Teac he r

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

ew i ev Pr

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

w ww

2. Circle the letters that only have straight lines. t

c

. te

e

l

k

o

w

m . u

STUDENT NAME

1. Colour the shapes with straight lines blue.

v

o c .

Write your name. che e r o t r s sup er Trace over the straight line letters in pink.

Trace over the curved line letters in orange.

Trace over the letters that have straight and curved lines in purple.

3.

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45

Primary mathematics: Back to basics

Using shapes SPACE

Teacher information Indicator Uses shapes to draw pictures and patterns.

Draws shapes that can roll and slide.

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

Answers

1. Answers will vary 2. Answers will vary 3. Answers will vary 4. Answers will vary

ew i ev Pr

Teac he r

2-D shapes Roll/Slide Patterns

w ww

. te

Primary mathematics: Back to basics

m . u

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

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Using shapes SPACE

1. Use only 2-D shapes to draw each thing.

Teac he r

(a) My house

(b) My bedroom

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

2. Draw two objects that can roll.

ew i ev Pr

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

3. Draw two objects that can slide.

w ww

m . u

STUDENT NAME

4.

. te

o c . che e r Make a shape pattern using triangles, circles, squares and o t r s s r u e p rectangles.

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47

Primary mathematics: Back to basics

Symmetry SPACE

Teacher information Indicator Identifies symmetrical shapes.

Concepts required

r o e t s Bo r e p ok u S Materials needed Coloured pencils

Answers

1.

ew i ev Pr

Teac he r

Understands a line of symmetry divides a shape into two equal and identical halves

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• 2. Teacher check – various lines of symmetry

w ww

. te

Primary mathematics: Back to basics

m . u

3. Teacher check

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Symmetry SPACE

Teac he r

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

2. Draw a line of symmetry on each shape.

ew i ev Pr

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

w ww

3. Make these pictures symmetrical.

. te

R.I.C. Publications®

m . u

STUDENT NAME

1. Colour the shapes that are symmetrical.

o c . che e r o t r s super

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49

Primary mathematics: Back to basics

Location SPACE

Teacher information Indicator Uses and understands locational words.

r o e t s Bo r e p ok u S Between Behind Inside Outside Up Under Left/Right

Answers

1.–6. Teacher check

ew i ev Pr

Teac he r

Concepts required

w ww

. te

Primary mathematics: Back to basics

m . u

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

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Location SPACE

Teac he r

2. Draw a horse behind a fence.

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

ew i ev Pr

3. Draw you inside your bedroom.

4. Draw you outside your house.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

w ww

5. Write the word ‘left’ on the 6. Draw a bird up in a tree and a rabbit under the tree. left hand.

. te

m . u

STUDENT NAME

1. Draw you between two friends.

Write the word ‘right’ on the right hand.

R.I.C. Publications®

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51

Primary mathematics: Back to basics

Size MEASUREMENT

Teacher information Indicator Compares the size of objects.

Concepts required

r o e t s Bo r e p ok u S Materials needed Coloured pencils

Answers

1. Teacher check

ew i ev Pr

Teac he r

Big/Bigger/Biggest Small/Smaller/Smallest Tall/Taller/Tallest Short/Shorter/Shortest

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• 2. (a) elephant

(b) truck

3. Answers will vary 4. Teacher check 5. (a) first tree

(b) baby

w ww

. te

Primary mathematics: Back to basics

m . u

6. Answers will vary

o c . che e r o t r s super

52

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R.I.C. Publications®

Size MEASUREMENT

1. Trace over the words.

2. Colour the biggest thing in each group.

r o e t s Bo r e p ok u S Draw two things that are smaller than you. (b)

Teac he r

(a)

4.

l © R. I .

C.Pub i cat i ons •f orthe r ev i ew pur posesonl y• Trace over words.

5. Colour the shortest thing in each group.

w ww

6.

(a)

(b)

. te

m . u

3.

ew i ev Pr

STUDENT NAME

o c . c e he r Draw two things that are taller than you. o t r s super

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53

Primary mathematics: Back to basics

Length MEASUREMENT

Teacher information Indicator Uses informal comparisons of length.

Concepts required

r o e t s Bo r e p ok u S Materials needed Coloured pencils

Answers

1. (a) car – red, truck – blue (b) snake – blue, worm – red

ew i ev Pr

Teac he r

Longer/Longest Shorter/Shortest Ordinals – 1st, 2nd, 3rd Wider/Widest

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• 2. giraffe–1st, cat–2nd, mouse–3rd 3. Teacher check

4. Answers will vary 5. Answers will vary

w ww

. te

Primary mathematics: Back to basics

m . u

6. Teacher check

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Length MEASUREMENT

1. In each group, colour the longer object blue and the shorter object red.

(a)

(b)

r o e t s Boanimal. r e Write ‘2nd’ next to the in between-sized p ok u Write ‘3rd’ Snext to the shortest animal.

2. Write ‘1st’ next to the tallest animal.

Teac he r

3. Draw a longer road.

ew i ev Pr

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

m . u

STUDENT NAME

w ww

4. Draw something that is shorter than a fork.

. te

5. Draw something that is wider than your hand.

o c . che e r o t r s super

6. Trace over the longer line.

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55

Primary mathematics: Back to basics

Capacity MEASUREMENT

Teacher information Indicator Uses informal comparisons of capacity.

Concepts required

r o e t s Bo r e p ok u S Materials needed Coloured pencils

Answers

1. Teacher check 2. Teacher check 3. (a) cup

(b) glass

4. (a) bottle

(b) bath tub

ew i ev Pr

Teac he r

Full/Empty Less/More

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• 5. Answers will vary

w ww

. te

Primary mathematics: Back to basics

m . u

6. Answers will vary

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Capacity 1. Trace over the words.

MEASUREMENT

2. In each group, colour the things that are full green and the empty things yellow.

Teac he r

(a)

r o e t s (b)B r e oo p u k S

ew i ev Pr

3. In each group, colour the container that holds less.

(a)

(b)

4.

© R. I .

C.Publ i cat i ons In• each group, colour that more. f o rr ev i ewthepcontainer ur pos esholds onl y •

(a)

(b)

w ww

. te

m . u

STUDENT NAME

5. Draw something that holds more than a cereal bowl.

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6. Draw something that holds less than a glass.

o c . che e r o t r s supe r

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57

Primary mathematics: Back to basics

Mass MEASUREMENT

Teacher information Indicator Uses informal comparisons of mass.

Concepts required

r o e t s Bo r e p ok u S Materials needed Coloured pencils

Answers

1. Teacher check 2. (a) brick – red (b) feather – purple

balloon – purple apple – red

ew i ev Pr

Teac he r

Heavy/Heavier/Heaviest Light/Lighter/Lightest Balance scales

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• 3. (a)

(b)

The pencil is lighter.

The book is heavier.

The leaf is lighter.

The rock is heavier.

4. Answers will vary

w ww

. te

Primary mathematics: Back to basics

m . u

5. Answers will vary

o c . che e r o t r s super

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R.I.C. Publications®

Mass MEASUREMENT

1. Trace over the words.

2. In each group, colour the heavier object red and the lighter object purple.

Teac he r

(a)

r o e t s r (b)B e oo p u k S

3. Look at the balance scales.

(a)

The pencil is

er.

The book is er. © R. I .

C.Pu bl i cat i ons •f orr evi ew pThe ur p os sonl y• er. (b) leaf is e

The rock is

er.

m . u

ew i ev Pr

STUDENT NAME

w ww

4. Draw two things heavier than you. Circle the heavier of the two.

. te

o c . che e r o t r s super

5. Draw two things lighter than you. Circle the lighter of the two.

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59

Primary mathematics: Back to basics

Periods of time MEASUREMENT

Teacher information Indicator Identifies periods of time and related activities.

Concepts required

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

1. Answers will vary 2. Answers may vary 3. Answers may vary

ew i ev Pr

Teac he r

Day/Night Morning/Evening Ordering from 1–5

w ww

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Primary mathematics: Back to basics

m . u

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

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Periods of time MEASUREMENT

Teac he r

(b) Draw something you do at night.

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

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2. Write the numbers 1–5 to show the order of things you might do in the morning.

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STUDENT NAME

1. (a) Draw something you do during the day.

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3. Write the numbers 1–5 to show the order of things you might do in the evening.

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Primary mathematics: Back to basics

Days of the week MEASUREMENT

Teacher information Indicator Identifies specific days and familiar activities.

Concepts required

r o e t s Bo r e p ok u S Materials needed Coloured pencils

Answers

1. Teacher check 2. Teacher check

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Teac he r

Days of the week Weekdays and weekend days Today, tomorrow and yesterday

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Days of the week MEASUREMENT

(b) Trace over the weekend days in red.

(c) Draw something you do during each day of the week.

Teac he r

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

ew i ev Pr

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STUDENT NAME

1. (a) Trace over the weekdays in blue.

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2. (a) Today is

.

(b) Tomorrow is

.

(c) Yesterday was

.

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63

Primary mathematics: Back to basics

Months of the year MEASUREMENT

Teacher information Indicator Identifies months of the year.

r o e t s Bo r e p ok u S Months of the year Birthday – self and parent Current month First, second, last Easter

Answers

1. Teacher check 2. Answers will vary

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Teac he r

Concepts required

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Months of the year MEASUREMENT

1. Trace over the months of the year.

2. Draw a line to match each event to the right month.

Teac he r

My birthday

r o e t s Bo r e p o u kfirst month

The S

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This month

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C.Publ i cat i ons The last month •f orr evi ew pu r poses on l y •

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Mum’s or Dad’s birthday

o c . che e r o t r s The second month sup er

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STUDENT NAME

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Easter

Primary mathematics: Back to basics

Seasons MEASUREMENT

Teacher information Indicator Identifies seasons of the year.

Concepts required

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

1. Teacher check 2.

(a) (b) (c) (d) (e) (f) (g) (h)

winter winter spring spring autumn autumn summer summer

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Teac he r

Seasons of the year Related months Hot/Cold

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3. Answers will vary

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Seasons MEASUREMENT

1. Trace over the seasons of the year.

Teac he r

ew i ev Pr

(a) In

(b) June, July and August are in

(c) In

(d) September, October and November are in

the days are usually cold.

the flowers bloom.

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(e) In

(f) March, April and May are in

w ww

.

(g) In

the leaves turn brown and fall.

m . u

STUDENT NAME

2.

r o e t s Bo r e p o u In each sentence, write the correct season.k S

.

the days are usually hot.

. te January and February are in o

(h) December, c . c e her . r

o st super 3. (a) In winter, I like to

.

(b) In summer, I like to

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67

Primary mathematics: Back to basics

Analog time MEASUREMENT

Teacher information Indicator Reads and records the time on analog clocks.

Concepts required

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

1.

(a) (b) (c) (d)

Answers

3 o’clock 7 o’clock 10 o’clock 1 o’clock

2. Teacher check 3. (a) 5 o’clock (b) 12 o’clock

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Teac he r

Reading clock faces O’clock Hours

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Analog time MEASUREMENT

(a)

(b)

2.

r o e t s Bo r e p ok o’clock o’clock o’clock u S Draw the small hand to show the time.

(a)

Teac he r

(c)

(b)

(c)

(d)

o’clock

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C9.

Publ i ca t i ons 2 o’clock o’clock 6 o’clock •f orr evi ew pur posesonl y• 4 o’clock

3. Draw something you might do at each time.

w ww

Write the hour shown on each clock. (a)

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o’clock (b)

m . u

STUDENT NAME

1. Write the time shown on the clocks.

o’clock

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Primary mathematics: Back to basics

Digital time MEASUREMENT

Teacher information Indicator Reads and records the time on digital clocks.

Concepts required

r o e t s Bo r e p ok u S Materials needed Coloured pencils

Answers

1. Circle 8 2.

(a) (b) (c) (d)

7 o’clock 11 o’clock 1 o’clock 10 o’clock

3.

(a) (b) (c) (d)

12:00 9:00 5:00 2:00

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Teac he r

Digital clocks O’clock Hour

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4. (a) 3 o’clock, 3:00 (b) 6 o’clock, 6:00

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Digital time MEASUREMENT

1. Draw a red circle around the number that shows the hour.

8:00

ON

OFF

GIGA-BLASTER

2. Write the correct time for each.

7:00

11:00

(a)

r o e t s B r e o o’clock o’clock o’clock p ok u Write theS time on each digital clock.

ON

OFF

(b)

Teac he r 3.

(a)

:

OFF

GIGA-BLASTER

ON

OFF

GIGA-BLASTER

ON

OFF

GIGA-BLASTER

12 o’clock

OFF

(d)

GIGA-BLASTER

:

(b)

ON

(c)

9 o’clock

: GIGA-BLASTER

10:00

ON

OFF

GIGA-BLASTER

o’clock

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ON

OFF

:

(d)

5 o’clock

ON

OFF

GIGA-BLASTER

2 o’clock

4. Draw something you might do at each time.

(a)

w ww

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C.Publ i cat i ons Write the hour to match the clock.

•f orr evi ew pur posesonl y• Write the time on the digital clock.

. te

R.I.C. Publications®

o’clock

:

(b)

m . u

STUDENT NAME

GIGA-BLASTER

ON

(c)

1:00

o’clock

:

ON

OFF

GIGA-BLASTER

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ON

OFF

GIGA-BLASTER

Primary mathematics: Back to basics

Possibilities CHANCE AND DATA

Teacher information Indicator Identifies the possibilities of events occurring.

Concepts required

r o e t s Bo r e p ok u S Will/Won’t/Might happen

Teac he r

Answers

1. Answers will vary

ew i ev Pr

2. Answers will vary

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Possibilities CHANCE AND DATA

1. Draw a picture for each sentence.

Teac he r

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

(c) This won’t happen tonight.

(d) This won’t happen tomorrow.

ew i ev Pr

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

(e) This might happen tonight.

(f) This might happen tomorrow.

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STUDENT NAME

(a) This will happen tonight. (b) This will happen tomorrow.

. te

2. (a)

o c . che e r o t r Write about something that will happen next week. s supe r It will

.

(b) Write about something that won’t happen next week.

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It won’t

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Primary mathematics: Back to basics

Categories CHANCE AND DATA

Teacher information Indicator Sorts objects according to simple criteria.

Concepts required

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

1. Teacher check 2.

(a) (b) (c) (d) (e) (f)

10 3 2 4 6 5

3. (a) Pets – dog, cat, rabbit, goldfish, hamster (b) 5

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Teac he r

Sorting into groups Suitable pets

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Categories CHANCE AND DATA

Teac he r

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

2. How many are there of each fruit? (b)

(c)

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(a)

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C.Publ i cat i ons (d) (e) (f) •f orr evi ew pur posesonl y•

3. Sort these animals into two groups: pets or not pets.

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(a) Only colour the animals usually kept as pets.

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m . u

STUDENT NAME

1. Colour the same fruits the same colour.

o c . che e r o t r s super

(b) How many pets are there?

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Primary mathematics: Back to basics

Data CHANCE AND DATA

Teacher information Indicator Interprets data

Concepts required

r o e t s Bo r e p ok u S Materials needed Coloured pencils

Answers

1. (a) 9 (b) girls (c) 19

ew i ev Pr

Teac he r

Counting to eight Reading questions Adding to eight More than

3 3 6 Teacher check Teacher check

3.

(a) (b) (c) (d) (e) (f)

5 car, truck, bicycle 8 2 Teacher check Teacher check

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(a) (b) (c) (d) (e)

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C.Publ i cat i ons •f orr evi ew pur posesonl y• 2.

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Data CHANCE AND DATA

1.

Girls

10

Boys

9

(a) How many boys? (b) Are there more boys or girls?

Total

19

(b) How many sea creatures?

ew i ev Pr

Teac he r

2.

(c) How many altogether? (d) Colour one insect.

© R. I .

C.Publ i cat i ons (e) Colour two sea creatures.

•f orr evi ew p ur posesonl y•

(a) How many things fly?

(b) Write the things that don’t fly.

w ww

3.

m . u

STUDENT NAME

r o e t s Bo r e p (a) How manyo insects? u k S

(c) How many altogether?

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o c . che (c) How manyr e

altogether? o r st s r u e p

(d) How many more things do fly than don’t fly?

(e) Colour one thing that doesn’t fly.

(f) Colour three things that do fly.

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Primary mathematics: Back to basics

Picture graphs CHANCE AND DATA

Teacher information Indicator Interprets data and completes a picture graph.

Concepts required

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

1. (a) dog

Answers

(b) 3

(c) 2

(d) 12

2. Teacher check

ew i ev Pr

Teac he r

Reading a picture graph Counting to 12

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Picture graphs CHANCE AND DATA

Teac he r

r o e t s Bo r e p ok u S cat monkey dog dolphin

(a) What was the favourite animal?

(b) How many liked dolphins?

(c) How many liked cats?

(d) How many animals altogether?

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• Draw pictures on the graph to show some people’s favourite fruits.

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Four liked bananas.

Three liked apples.

Five liked strawberries.

Two liked oranges.

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2.

rabbit

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STUDENT NAME

1. The picture graph shows some children’s favourite animals.

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strawberry 79

orange Primary mathematics: Back to basics

Block graphs CHANCE AND DATA

Teacher information Indicator Interprets data from a block graph.

Uses given data to complete a block graph.

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

Materials needed Coloured pencils

Answers

1. (a) walked (c) 5

(b) 3 (d) bus

ew i ev Pr

Teac he r

Reading and drawing a block graph Counting to eight

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2. Teacher check

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Block graphs CHANCE AND DATA

1. Look at the graph of how students travel to school.

Teac he r

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

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(a) How did most students travel to school?

(b) How many rode a bike?

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C.Publ i cat i ons f or r ev i ew p u posesonl y• (c) •How many travelled in ar car?

(d) Only two people used a

.

m . u

STUDENT NAME

8 7 6 5 4 3 2 1

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2. Colour the block graph to show people’s favourite colours.

8 7 6 5 4 3 2 1

red – 4

. te

blue – 8

pink – 6 yellow – 3

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green 81

pink

yellow Primary mathematics: Back to basics