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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In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, the publisher has no control over any subsequent changes which may be made to webpages. 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. Primary mathematics: Back to basics
iv
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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
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• MAMA0103
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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Teac he r
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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,
,
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,
,
, 3
,
,
,
,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
© R. I . 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.
, , , © R. I . 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.
© R. I . 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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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
© R. I . 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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STUDENT NAME
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 . I . C.Publ i c at i ons (c) Write the number that one more than of •f or r evi e wisp ur p os eseach onl ythese •
(a) 2
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(d) 13
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(e) 15
(c) 9
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STUDENT NAME
(a)
(f)
19
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
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• 2. Teacher check pictures
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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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STUDENT NAME
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
r o e t s Bo r e p ok u S
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Teac he r
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
© R. I . 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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=
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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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3. There are five books on the shelf and five on the table. books © R. I . C.Publ i cat i o ns •f orr evi ew pur posesonl y•
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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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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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.
(b)
(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
r o e t s Bo r e p ok u S Answers
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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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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Teac he r
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?
© R. I . 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?
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STUDENT NAME
How many altogether?
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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
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Teac he r
Knowledge of Australian coins—pictures and value Most/Least
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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
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20 cents
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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? R.I.C. Publications®
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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
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Teac he r
Materials needed
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3. Teacher check
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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
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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. R.I.C. Publications®
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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
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3.
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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
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Coin needed
© R. I . C. Publ i cat i ons 20c •f orr evi ew pur posesonl y•
(a)
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(b)
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(c)
$1
o c . che 50c e r o t r s super
(d)
R.I.C. Publications®
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STUDENT NAME
$20
$2
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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
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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
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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
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1.
2. Answer will vary
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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)
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STUDENT NAME
s e r o t B r e oo p u k S
(e)
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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
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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
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(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 =
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sentences. Write the answer.
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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
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Teac he r
Squares Rectangles Number of sides
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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
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Teac he r
Triangles Circles Number of sides
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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
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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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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
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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)
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3. (a) Teacher check (b)
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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)
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STUDENT NAME
2.
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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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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
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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•
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Primary mathematics: Back to basics
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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•
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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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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
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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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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.
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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
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Primary mathematics: Back to basics
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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.
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R.I.C. Publications®
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STUDENT NAME
1. Colour the shapes that are symmetrical.
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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
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Teac he r
Concepts required
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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
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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.
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m . u
STUDENT NAME
1. Draw you between two friends.
Write the word ‘right’ on the right hand.
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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
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6. Answers will vary
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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)
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3.
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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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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
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Primary mathematics: Back to basics
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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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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
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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
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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)
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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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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
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5. Answers will vary
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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
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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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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
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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
ew i ev Pr
2. Write the numbers 1–5 to show the order of things you might do in the morning.
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•
w ww
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m . u
STUDENT NAME
1. (a) Draw something you do during the day.
o c . che e r o t r s super
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
ew i ev Pr
Teac he r
Days of the week Weekdays and weekend days Today, tomorrow and yesterday
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Primary mathematics: Back to basics
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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
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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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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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Primary mathematics: Back to basics
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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
© R. I . 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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Primary mathematics: Back to basics
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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
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(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
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.
(g) In
the leaves turn brown and fall.
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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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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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Primary mathematics: Back to basics
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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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© R. I . 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.
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Write the hour shown on each clock. (a)
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o’clock (b)
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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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Primary mathematics: Back to basics
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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)
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© R. I . 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.
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R.I.C. Publications®
o’clock
:
(b)
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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
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2. Answers will vary
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Primary mathematics: Back to basics
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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.
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(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.
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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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Primary mathematics: Back to basics
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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)
© R. I . 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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STUDENT NAME
1. Colour the same fruits the same colour.
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(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
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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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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?
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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.
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3.
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STUDENT NAME
r o e t s Bo r e p (a) How manyo insects? u k S
(c) How many altogether?
. te 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
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Teac he r
Reading a picture graph Counting to 12
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Primary mathematics: Back to basics
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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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apple
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
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Teac he r
Reading and drawing a block graph Counting to eight
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Primary mathematics: Back to basics
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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?
© R. I . 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
.
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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
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blue – 8
pink – 6 yellow – 3
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green – 2
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green 81
pink
yellow Primary mathematics: Back to basics