RIC-6058 4.3/175
Primary mathematics: Back to basics (Book C) Published by R.I.C. Publications® 2008 Copyright© Jenni Harrold 2008 ISBN 978-1-74126-693-1 RIC– 6058
Copyright Notice
Additional titles available in this series:
Primary mathematics: Back to basics (Book A) Primary mathematics: Back to basics (Book B) 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)
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Website: www.ricpublications.com.au Email: mail@ricgroup.com.au
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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Lines and angles .......................................................... 2-D shapes .................................................................... 3-D shapes .................................................................... Shapes ........................................................................... Flip, slide, turn .............................................................. Symmetry ...................................................................... Directions and position ............................................... Paths and grids ............................................................
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Counting numbers . .......................................................... 2–3 Ordering numbers ............................................................ 4–5 Place value ....................................................................... 6–7 Rounding ........................................................................... 8–9 Addition ......................................................................... 10–11 Addition problems . ...................................................... 12–13 Subtraction ................................................................... 14–15 Subtraction problems . ................................................ 16–17 Multiplication . .............................................................. 18–19 Division .......................................................................... 20–21 Matching number sentences . ................................... 22–23 Mixed mental ................................................................ 24–25 Mixed problems ........................................................... 26–27 Fractions . ...................................................................... 28–31 Money – Coins . ............................................................ 32–33 Money – Notes ............................................................. 34–35 Odd and even numbers ............................................... 36–37 Number patterns .......................................................... 38–39
40–41 42–43 44–45 46–47 48–49 50–51 52–53 54–55
Measurement
Length ............................................................................ 56–57 Area . .............................................................................. 58–59 Capacity . ....................................................................... 60–61 Mass .............................................................................. 62–63 Days and months ......................................................... 64–65 Periods of time .............................................................. 66–67 Calendars ...................................................................... 68–69 Time ................................................................................ 70–71
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Chance and data Chance . ......................................................................... 72–73 Data ................................................................................ 74–75 Tallies ............................................................................. 76–77 Tables and diagrams ................................................... 78–79 Graphs ............................................................................ 80–81
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iii
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.
r o e t s Bo r e p ok u S
The student pages are supported by a corresponding teachers page.
Indicators show the specific desired outcomes when completing the worksheet.
The name of the concept is given.
The concepts required for students to complete each page are provided. Materials needed
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Teachers notes page
The name of the related strand is given. Answers are given for all questions on the student page.
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•
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Student page
The name of the related strand is given.
The name of the concept is given.
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Space is provided for each student to write his/her name on each worksheet.
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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 3.2, WM 4.2, WM 5.2
Number
N 6a.2, N6b.2, N 7.2, N 8.2
Measurement
M 9a.2, M 9b.2, M 11.2
Chance and data
C&D 12.2, C&D 13a.2, C&D 13b.2, C&D 14.2
Space
S 15a.2, S 15b.2, S 15c.2, S 16.2
Algebra
PA 18.2
New South Wales
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Working mathematically
WMS1.1, WMS1.2, WMS1.4
Number
NS1.1, NS1.2, NS1.3, NS1.4
Measurement Chance and data Space
Algebra
NS1.5, DS1.1
SGS1.1, SGS1.2, SG1.3 PAS1.1
Victoria
Working mathematically
MARSS201, MARSS202
Number
MANUN201, MANU202, MANUM202, MANUC201, MANUC202
Measurement
MAMDM201, MAMDM202, MAMDM203
Chance and data
MAMDC201, MAMDC202
Space
MASPS203, MASPS204, MASPS206
Algebra
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MS1.1, MS1.2, MS1.3, MS1.4, MS1.5
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• —
Working mathematically
—
Number
2.6, 2.7, 2.8
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Measurement
2.4, 2.5
Chance and data
2.1, 2.2, 2.3
Space
Algebra
Queensland
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2.12, 2.13
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2.9, 2.10
Working mathematically
—
Number
N 2.1, N 2.2
Measurement
M 2.1, M 2.2
Chance and data
CD 2.1, CD 2.2
Space
S 2.1
Algebra
PA 2.2, PA 2.2
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Primary mathematics: Back to basics
COUNTING numbers NUMBER
Teacher information Indicator Identifies, reads and writes whole numbers to three digits.
1.
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(a) (b) (c) (d) (e)
Knowledge of numbers to three digits Writing numerals as words Before/After Multiples of 2, 4, 5, 10 Less/More
Answers 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22 10, 15, 20, 25, 30, 35, 40, 45, 50, 55 10, 20, 30, 40, 50, 60, 70, 80, 90, 100 20, 24, 28, 32, 36, 40, 44, 48, 52, 56
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Concepts required
3. (a) 8, 10 (c) 54, 56 (e) 87, 89
(b) 20, 22 (d) 59, 61 (f) 98, 100
4. (a) 20 (c) 36
(b) 28 (d) 94
5. (a) 10 (c) 23
(b) 25 (d) 46
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(b) 510 (d) 212
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© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• 2. (a) 350 (c) 729
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6. (a) 10, 30 (c) 79, 99
(b) 31, 51
7. (a) forty-five (b) two hundred and twenty-five (c) eight hundred and nine
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COUNTING numbers NUMBER
(a) 20,
,
(b) 2, 4,
(c) 10,
(d)
(e) 20, 24,
, 23, ,
, 10,
, 20,
,
, 20,
,
,
, ,
, , 50,
, 27,
,
,
, 18,
, 40,
,
,
,
, , ,
,
, 100
, 36, t ,r , , 52, o e s B r e oo 2. Write the amounts as numbers. p u k (a) three hundred S and fifty
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,
(b) five hundred and ten
(c) seven hundred and twenty-nine
(d) two hundred and twelve
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3. Write the number that comes before and after each amount.
(a)
, 9,
(c)
, 55,
(b)
, 21,
© R . I . C.P ubl i cat i ons (d) , 60, o rr ev ew p ur posesonl y• (e) •f , 88, i (f) , 99,
4. Write the number that is three more.
(a) 17,
(b) 25,
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(d) 91,
(c) 33,
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STUDENT NAME
1. Write the missing numbers.
5. Write the number that is five less.
o c . (c) 28, c (d) 51, e her r o t 6. Write the number that iss ten less and ten more. s uper
(a) 15,
(a)
, 20,
(b) 30,
(b)
, 41,
(c)
, 89,
7. Write the amounts in words.
(a) 45
(b) 225
(c) 809
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Primary mathematics: Back to basics
ordering numbers NUMBER
Teacher information Indicators Identifies, reads and writes whole numbers to three digits. Places numbers in ascending and descending order. Uses ordinal numbers.
r o e t s Bo r e p ok u S Concepts required
1.
(a) (b) (c) (d) (e)
Answers 3, 9, 13, 23, 31, 33 4, 8, 44, 48, 84, 88 102, 203, 304, 405, 506, 607 7, 77, 707, 717, 770, 777 2, 18, 89, 318, 406, 902
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Ordering numbers from smallest to largest and largest to smallest Ordinal numbers
222, 202, 22, 21, 12, 2 999, 888, 777, 444, 333, 111 111, 110, 101, 11, 10, 1 900, 410, 308, 77, 16, 12 990, 909, 901, 99, 19, 9
3.
(a) (b) (c) (d)
942 872 995 970
4.
(a) (b) (c) (d)
269 147 268 124
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(a) (b) (c) (d) (e)
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5. 1st, 3rd, 4th, 5th, 6th, 9th, 10th 6. (a) Answers will vary (b) 25th, 12th (c) 1st, 1st
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ordering numbers NUMBER
(a) 13, 9, 23, 3, 33, 31
(b) 84, 4, 44, 8, 48, 88
(c) 405, 203, 607, 102, 304, 506
(d) 770, 707, 777, 717, 7, 77
(e) 89, 406, 2, 902, 18, 318
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r o e t s Bo r e 2. Order the numbers pfrom largest to smallest. ok u (a) 21, 202, S2, 22, 222, 12
(b) 333, 777, 444, 999, 111, 888
(c) 101, 10, 110, 11, 111, 1
(d) 410, 77, 308, 12, 900, 16
(e) 901, 19, 99, 909, 990, 9
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3. Rearrange each number to make the largest possible amount.
© R. I . C.Pu bl i cat i ons (b) 782 f orr evi ew pu p sesonl y• (c) • 599 r (d) o 790 (a) 429
4. Rearrange each number to make the smallest possible amount. (a) 926
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(c) 826
(b) 471
(d) 412
5. Write the numbers in the correct order.
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STUDENT NAME
1. Order the numbers from smallest to largest.
o c . c e herby using ordinal r 6. Complete each sentence numbers. o t s month. sup er (a) My birthday is on the day of the
4th, 10th, 1st, 3rd, 5th, 9th, 6th
(b) Christmas Day is on the
the
day of
month.
(c) New Year’s Day is on the
the
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day of
month.
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Primary mathematics: Back to basics
Place value NUMBER
Teacher information Indicators Recognises and demonstrates place value. Identifies and represents the same number in different forms.
r o e t s Bo r e p ok u S Concepts required
Answers
1. (a) 32 (c) 110
(b) 57 (d) 124
2. (a) 43 (d) 120
(b) 80 (e) 487
3.
(a) (b) (c) (d) (e)
(c) 99
2 tens, 1 one 7 tens, 5 ones 3 hundreds, 0 tens, 5 ones 8 hundreds, 4 tens, 0 ones 7 hundreds, 4 tens, 6 ones
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Place value to hundreds Expanded notation
(b) 30 (e) 400, 8
(c) 85 (f) 740
5. (a) 4 (d) 3
(b) 8 (e) 9
(c) 9
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4. (a) 4 (d) 20 (g) 900, 50, 4
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place value NUMBER
1. Write the number that the place value blocks represent. (b)
(c)
(d)
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r o e t s Bo r e p ok u 2. Write the place S value amounts as numbers.
(a) four tens and three ones =
(b) eight tens =
(c) nine tens and nine ones =
(d) one hundred and two tens =
(e) four hundreds, eight tens and seven ones =
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© R. I . C.Publ i cat i ons rr ev i ew p ur posesonl y• (a) • 21f =o tens and one
3. Write each number as its place value amount.
(b) 75 =
tens and
ones
(c) 305 =
hundreds,
tens and
ones
(d) 840 =
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hundreds,
tens and
ones
(e) 746 =
hundreds,
tens and
ones
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STUDENT NAME
(a)
o c (a) 14 = 10 + c (b) 37 = +. 7 e her r o t s s r u e p (c) = 80 + 5 (d) 128 = 100 + +8
(e) 468 =
+ 60 +
(g) 954 =
+
4. Write the missing numbers.
(f)
= 700 + 40
+
5. Circle the number in each amount that represents the tens place value.
(a) 4 7
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(c) 4 9 7 7
(d) 3 4
(e) 9 9 9 Primary mathematics: Back to basics
Rounding NUMBER
Teacher information Indicator Demonstrates rounding numbers to the nearest 10 and 100.
Concepts required
r o e t s Bo r e p ok u S Answers
1. (a) 10 (e) 50
(b) 10 (f) 60
(c) 20 (g) 70
(d) 30 (h) 100
2. (a) 10 + 10 = 20 (b) 20 + 10 = 30 (c) 20 + 20 = 40 (d) 30 + 20 = 50 (e) 50 + 10 = 60 (f) 50 + 50 = 100
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Numbers ending in five and 50 are rounded up Estimation Addition Subtraction
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• 3. (a) 20 – 10 = 10 (b) 20 – 20 = 0 (c) 40 – 20 = 20 (d) 50 – 10 = 40 (e) 100 – 50 = 50 (f) 80 – 40 = 40 (b) 200 (f) 500
(c) 300 (g) 900
(d) 400 (h) 900
5. (a) 40c
(b) 30c
(c) 50c
(d) 90c
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4. (a) 100 (e) 200
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Rounding NUMBER
(a) 12
(b) 7
(c) 18
(d) 29
(e) 51
(f)
(g) 74
(h) 99
55
Teac he r
r o e t s Bo r e p o u 2. Round each number to the nearest 10, then add to kfind an estimate. S
(a) 11
+8
=
(c) 15
+ 18
(e) 54
+9
=
=
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(b)
17
+9
=
(d)
31
+ 21
=
(f)
45
+ 51
=
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3. Round each number to the nearest 10, then subtract to find an estimate. (a) 21
–7
(c) 39
– 15
=
– 49
=
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(e) 99
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=
(b)
18
– 22
=
(d)
52
– 13
=
(f)
75
– 35
=
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STUDENT NAME
1. Round each number to the nearest 10.
o c . (b) 201 ch e e r o t r s supe (d) r 414
4. Round each number to the nearest 100.
(a) 98
(c) 289
(e) 150
(f)
(g) 909
(h) 850
520
5. Round each amount to the nearest 10c.
(a) 41c
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(b) 28c
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(c) 45c 9
(d) 88c Primary mathematics: Back to basics
addition NUMBER
Teacher information Indicators Solves and records answers to addition problems. Solves number sentences involving addition.
r o e t s Bo r e p ok u S Concepts required
Answers
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Teac he r
Addition number sentences Vertical addition with two- and three-digit numbers, no trading
1. 10 (a) (b) (c) Teacher check 2. 20 (a) (b) (c) Teacher check 3. (a) 12, 7 (c) 4, 6
(b) 4, 9 (d) 5, 5, 15
4. (a) 25 (c) 39 (e) 49
(b) 98 (d) 76 (f) 100
5. (a) 6 (c) 10 (e) 15
(b) 10 (d) 8 (f) 20
6. (a) 35 (d) 99
(b) 59 (e) 98
(c) 79
7. (a) 235 (d) 698
(b) 455 (e) 775
(c) 796
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addition NUMBER
1. Solve the addition problem.
+
=
Write three more addition sentences that equal this number.
(a)
+
(c)
+
=
(b)
+
=
r o e t s Bo r e p ok u = S + =
2. Solve the addition problem.
Teac he r
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Write three more addition sentences that equal this number.
(a)
+
=
(c)
+
=
(b)
+
3. Write the missing numbers.
=
©R . I . C .Pub(b) l i cat i ons + 4 = 13 = + 5 = 12 + 9 = 13 = •f or r evi ew=p ur poses=o nl y• (c) 6 + = 10 = 4 + 10 (d) 10 + 15 = + 10 = (a) 5 + 7 =
(b) 90 + 8 =
(c) 30 + 9 =
(d) 70 + 6 =
(e) 40 + 9 =
(f) 90 + 10 =
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4. (a) 20 + 5 =
5. Write the missing number.
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STUDENT NAME
. t (a) 9 + e= 15 (b) 12 + = 22 (c) + 8 = 18 o c . c e r (d) + 4 = 12 h (e) + 15 = 30 o er t s (f) 6 + = 26 super
6. (a) 22 (b) 34 (c) 41 (d) 79 (e) 82 + 13 + 25 + 38 + 20 + 16
7. (a) 123 (b) 220 (c) 612 (d) 403 (e) 135 + 112 + 235 + 184 + 295 + 640 R.I.C. Publications®
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Primary mathematics: Back to basics
Addition problems NUMBER
Teacher information Indicators Solves vertical addition operations with trading. Solves addition word problems.
r o e t s Bo r e p ok u S Concepts required
Answers
1. (a) 31 (d) 76
(b) 41 (e) 81
2. (a) 9 + 7 = 16 toys (c) 12 + 9 = 21 flowers
(b) 7 + 11 = 18 students
3. (a) 49 students
(b) 54 goals
(c) 84 sandwiches
(d) 83 runs
(c) 70
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Place value Addition of two-digit numbers with trading Problem solving
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Addition problems NUMBER
1. (a) 17 (b) 26 (c) 45 (d) 39 (e) 34 + 14 + 15 + 25 + 37 + 47
2. Write the number sentence and solve the addition problem.
(a) Kate had nine toys and Eve had seven. How many toys altogether?
Teac he r
+
=
toys
=
students
(c) There were 12 flowers on one plant and nine flowers on another. How many flowers were there altogether?
+
=
flowers
© R. I . C.Publ i cat i ons (a) There are 24 students in one • f o rr einvanother. i ew p ur posesonl y• class and 25 How
3. Set the stories out as vertical addition sums and solve them.
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many students are there altogether?
(b) One team scored 28 goals and the other scored 26 goals. How many goals were scored altogether?
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students
goals o c . c e (c) Forty-five students ordered salad h r e o t sandwiches and 39r students s s r u e p ordered chicken sandwiches. How many sandwiches were ordered altogether?
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STUDENT NAME
+
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r o e t s Bo r e p o11 in another. How (b) There were seven students in one group andk u many S students were there altogether?
(d) Jane scored 56 runs and Nadeem scored 27 runs. What was the total amount of runs scored?
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sandwiches
runs Primary mathematics: Back to basics
subtraction NUMBER
Teacher information Indicators Solves and records answers to subtraction problems. Solves number sentences involving subtraction.
r o e t s Bo r e p ok u S Concepts required
Answers
1. 4, (a)–(c) Answers will vary 2. 8, (a)–(c) Answers will vary 3. (a) 5, 8 (c) 8, 4
(b) 4, 5 (d) 9, 13, 9
4. (a) 10 (c) 30 (e) 30
(b) 30 (d) 0 (f) 60
5. (a) 7 (c) 4 (e) 22
(b) 6 (d) 20 (f) 30
6. (a) 30 (c) 20 (e) 22
(b) 40 (d) 21
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Teac he r
Subtraction number sentences Vertical subtraction with two- and three-digit numbers, no trading
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7. (a) 1 (c) 220 (e) 241
Primary mathematics: Back to basics
(b) 121 (d) 350
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subtraction NUMBER
1. Solve the subtraction problem.
–
=
(a)
–
=
(c)
–
=
(b)
–
=
Teac he r
r o e t s Bo r e 2. Solve the subtraction problem. p ok u S – =
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Write three more subtraction sentences that equal this number.
(a)
–
=
(c)
–
=
(b)
–
=
3. Write the missing numbers.
© R. I . C.Publ i cat i ons (a) 8 – 3 = = – 5 = 3 (b) 9 – =5=9–4= •f orr evi ew pur posesonl y• (c) 12 –
= 4 = 12 –
4. (a) 20 – 10 =
= 8 (d) 13 –
=4=
–4=
(b) 50 – 20 =
(c) 40 – 10 =
(d) 60 – 60 =
(e) 70 – 40 =
(f) 80 – 20 =
. t 10 –e
= 3
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5. Write the missing numbers. (a)
(d)
o c . e – 18c =h 2 (e) – 10 = 12 (f) 39 – r er o t s s r u e p (b) 90 (c) 42 (d) 94
6. (a) 50 – 20
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STUDENT NAME
Write three more subtraction sentences that equal this number.
(b) 15 –
= 9
– 50
– 22
(c) 20 –
= 16 =9
(e) 87 – 73 – 65
7. (a) 76 (b) 242 (c) 340 (d) 455 (e) 364 – 75 – 121 – 120 – 105 – 123 R.I.C. Publications®
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Primary mathematics: Back to basics
subtraction problems NUMBER
Teacher information Indicators Solves vertical subtraction operations with trading. Solves subtraction word problems.
r o e t s Bo r e p ok u S Concepts required
Answers
1. (a) 19 (d) 37
(b) 16 (e) 27
2. (a) 15 – 9 = 6 years
(b) 20 – 11 = 9 boys
3. (a) 32 students (d) 26 emails
(b) 31 pencils (e) 26 pages
(c) 27
(c) 10 cards
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Place value Subtraction of two-digit numbers with trading Problem solving
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subtraction problems NUMBER
1. (a) 35 (b) 44 (c) 62 (d) 75 (e) 56 – 16 – 28 – 35 – 38 – 29
2. Write the number sentences and solve the subtraction problems.
r o e t s B r – o= years e p o (b) There were 20 students and 11 were girls. u k S (a) Janek is 15 years old and Sam is nine years old.
Teac he r
How many were boys?
–
=
boys
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3. Set the stories out as vertical subtraction problems and solve them.
(a) There were 65 Year 3 students altogether. If there were 33 in one class, how many were in the other class?
© R. I . C.Publ i cat i ons (b) Oliver had 48 pencils but • f o ev i e w ur posesonl y• lost 17r byr the end of thep year. How many did he have left?
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STUDENT NAME
How much older is Janek?
(c) Lily and Amy made 26 cards. If Lily made 16, how many did Amy make?
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o c . c e hemails. r (d) Keisha had 51 If e o t r s she deleted 25, hows many r u e p were left? (e) Cooper’s book is 50 pages long. If he has already read 24 pages, how many does he have left to read?
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Primary mathematics: Back to basics
MULTIPLICATION NUMBER
Teacher information Indicator Solves multiplication number sentences.
Concepts required
r o e t s Bo r e p ok u S Answers
1. (a) 2 groups of 5 = 10, 2 x 5 = 10 (b) 3 groups of 4 = 12, 3 x 4 = 12 (c) 4 groups of 5 = 20, 4 x 5 = 20 (d) 3 groups of 6 = 18, 3 x 6 = 18
(e) 2 groups of 10 = 20, 2 x 10 = 20 2. (a) 2 (b) 4
(c) 1
(d) 5 (e) 9
(f) 24
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Teac he r
Multiplication number sentences Problem solving
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• (g) 0 (h) 10 (i) 5 3. (a) 4 x 7 = 28 wheels (b) 8 x 5 = 40 slices
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(c) 10 x 4 = 40 goldfish
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(d) 20 x 2 = 40 wheels
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MULTIPLICATION NUMBER
2 groups of 5 =
1. (a)
2x5= 3 groups of 4 =
(b)
3x4=
Teac he r
(c)
=
groups of
=
(d)
x
(e)
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© R. I . C.Publ i cat i ons x = •f orr evi ew pur posesonl y• 2. Write the missing number. groups of
= 4
(b)
x 4 = 16
(c)
(d) 4 x
= 20
(e)
x 2 = 18
(f) 6 x 4 =
(g) 7 x
= 0
(h)
x 3 = 30
(i) 5 x
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(a) 2 x
=
x9=9
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STUDENT NAME
r o e t s Bo groups of r e p ok u x = S
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= 25
3. Write the number sentences and solve the multiplication problems.
x
=
slices
x
=
goldfish
x
=
wheels
(c) Ten goldfish are in one tank.
How many slices are in five pizzas?
wheels
How many goldfish are in four tanks?
(d) How many wheels on 20 bicycles?
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Primary mathematics: Back to basics
DIVISION NUMBER
Teacher information Indicator Solves division number sentences.
Concepts required
r o e t s Bo r e p ok u S Answers
1. (a) 9 ÷ 3 = 3 (d) 15 ÷ 3 = 5
(b) 12 ÷ 4 = 3 (e) 18 ÷ 6 = 3
2. (a) 10 ÷ 5 = 2 muffins (c) 24 ÷ 6 = 4 students
(b) 21 ÷ 3 = 7 flowers (d) 30 ÷ 3 = 10 apples
(c) 20 ÷ 5 = 4
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Division number sentences Sharing equally Problem solving
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DIVISION NUMBER
1. (a) Share into three groups.
(b) Share into four groups.
r o e t s Bo r e pgroups. ok (c) Share into five u S
Teac he r
÷
(d) Share into three groups.
= ©R . I . C.Publ i cat i ons f or r e i ew pur posesonl y• (e) • Share into sixv groups.
=
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STUDENT NAME
12 ÷ 4 =
÷
÷
=
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9÷3=
2. Write the number sentences and solve the division problems.
. te o How many muffins each? ÷ = muffins c . c e (b) There were 21 in three vases. hflowers r er o t s s r u e p How many flowers in each vase? ÷ = flowers
(a) Five children shared 10 muffins.
(c) Twenty-four students were divided into six groups.
How many students in each group?
÷
=
students
(d) Taylor put 30 apples into three bags.
How many apples in each bag?
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÷
=
apples Primary mathematics: Back to basics
MATCHING NUMBER SENTENCES NUMBER
Teacher information Indicator Identifies equivalent number sentences.
Concepts required
r o e t s Bo r e p ok u S Answers
1.
(a) (b) (c) (d) (e)
4 + 3 = 7, 3 + 4 = 7, 7 – 4 = 3, 7 – 3 = 4 9 + 4 = 13, 4 + 9 = 13, 13 – 4 = 9, 13 – 9 = 4 15 + 5 = 20, 5 + 15 = 20, 20 – 5 = 15, 20 – 15 = 5 50 + 10 = 60, 10 + 50 = 60, 60 – 10 = 50, 60 – 50 = 10 5 + 25 = 30, 25 + 5 = 30, 30 – 5 = 25, 30 – 25 = 5
2.
(a) (b) (c) (d) (e)
3 x 4 = 12, 4 x 3 = 12, 12 ÷ 3 = 4, 12 ÷ 4 = 3 4 x 5 = 20, 5 x 4 = 20, 20 ÷ 4 = 5, 20 ÷ 5 = 4 6 x 3 = 18, 3 x 6 = 18, 18 ÷ 6 = 3, 18 ÷ 3 = 6 3 x 7 = 21, 7 x 3 = 21, 21 ÷ 3 = 7, 21 ÷ 7 = 3 4 x 6 = 24, 6 x 4 = 24, 24 ÷ 4 = 6, 24 ÷ 6 = 4
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Teac he r
Equivalent addition and subtraction number sentences Equivalent multiplication and division number sentences
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MATCHING NUMBER SENTENCES NUMBER
e.g.
2+3=5
3+2=5
(a)
4+3=7
+
(b)
=
5–2=3 7–
5–3=2
=
(c)
o +t =r 13 – 4 = e s B r e oo p u k S 15 + = 20 5+ = 20 – = 15
(d)
50 + 10 =
(e)
5 + 25 =
e.g.
(a)
3x4=
(b)
4x5= . te
(c)
6x
(d)
3x7=
(e)
Teac he r
9+4=
+
=
– 10 =
–
=
–
=
–
=
–
=
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© R. I . C.Publ i cat i ons 2. Write multiplication and two division number sentences; •two f or r evi ew p ur pose son l y• 2x3=6
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+5=
30 – 5 =
3x2=6 x
=
–
6÷2=3
12 ÷
=
÷
=
÷
=
÷
=
÷3=
÷
=
=
÷
=
o c . che e r o = 18 3s x = 18 s ÷6= t r uper
x 6 = 24
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x
=
x
20 ÷
=
x4=
24 ÷
23
=
6÷3=2
m . u
STUDENT NAME
1. Write two addition and two subtraction number sentences;
=
Primary mathematics: Back to basics
MIXED MENTAL NUMBER
Teacher information Indicator Shows proficiency with mental facts.
Concepts required
r o e t s Bo r e p ok u S Answers
+ 5 6 8 8 9 9 9 10 6 9 7 9 10 8 10
– 3 5 6 8 0 8 2 2 3 4 2 4 9 1 7
x 4 3 10 9 20 14 12 12 9 20 6 16 30 15 0
÷ 2 2 3 4 2 2 1 3 5 2 3 2 1 2 4
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Mental addition to 10 Mental subtraction with answers less than 10 Mental multiplication with answers less than 30 Mental division with answer less than 10
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MIXED MENTAL NUMBER
+
–
÷
3+2=
6–3=
2x2=
10 ÷ 5 =
5+1=
10 – 5 =
3x1=
4÷2=
4+4=
2x5= 9÷3= r o e t s B r e oo p u k8 ÷ 2 = 3x3= S 9–1= 8–2=
4–4=
5x4=
2+7=
10 – 2 =
2x7=
6+3=
7–5=
3x4=
3+3=
10 – 7 =
9x1=
9–5=
10 x 2 =
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9+0=
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Teac he r
3+5
12 ÷ 6 = 6÷3= 4÷4=
© R. I . C.Publ i cat i ons 5+5• = f 8v – 6i =wp 2 xo 6s =e 15 ÷ 5• = orr e e ur p son l y 10 ÷ 2 =
6–4=
2x3=
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STUDENT NAME
x
9–0=
3 x 10 =
9÷9=
3+5=
10 – 9 =
5x3=
16 ÷ 8 =
7+3=
8–1=
6x0=
20 ÷ 5 =
8+1=
4+3=
5+4= 2+8=
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8÷4=
o c . c7h e –3= 4x4= 20 ÷ 10 = r er o st super
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12 ÷ 4 =
Primary mathematics: Back to basics
MIXED PROBLEMS NUMBER
Teacher information Indicator Chooses the correct operation to solve number problems.
Concepts required
r o e t s Bo r e p ok u S Answers
1. 13 + 7 = 20 shells 2. 10 x 5 = 50 slices 3. 22 – 12 = 10 boys 4. 24 ÷ 4 = 6 lollies 5. 3 x 10 = 30 DVDs
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Teac he r
Writing number sentences Problem solving Correct use of the four operations (+, –, x, ÷)
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• 6. 20 + 15 = 35 students 7. 15 – 7 = 8 roses
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Primary mathematics: Back to basics
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8. 30 ÷ 5 = 6 blocks
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MIXED PROBLEMS NUMBER
Write the number sentences and solve the problems. Decide first if you will use +, –, x or ÷. 1. Ella collected 13 shells and Miki 2. One cake has 10 slices. collected seven shells. How many slices in five cakes? How many shells altogether?
Teac he r
slices
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3. Twenty-two students are in one 4. Four friends shared 24 lollies. class. If 12 are girls, how many How many lollies for each are boys? friend?
© R. I . C.Publ i cat i ons •f orr evi e w pur oseson y• = boys p =l lollies
5. Josh, Lee and Alex each have 10 DVDs at home. How many DVDs are there altogether?
6. There were 20 students in one group and 15 in another. How many students altogether?
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m . u
STUDENT NAME
r o e t s Bo r e p ok u = S = shells
7.
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o c = students . che e30 blocks among r There were 15 roses in a vase. 8. Tess shared o r st super Jemma took seven out. How the five people in her group. =
DVDs
many were left?
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How many blocks each?
roses
27
=
blocks Primary mathematics: Back to basics
FRACTIONS – 1 NUMBER
Teacher information Indicator Recognises one-half, one-quarter and one-third.
Concepts required
r o e t s Bo r e p ok u S Fractional parts—one-half, one-quarter, one-third
Answers
2. (a) 1 (c) 6
(b) 3 (d) 10
3. Colour … (a) 1 (c) 4
(b) 3 (d) 5
4. (a) 1 (c) 5
(b) 2 (d) 6
5. Colour … (a) 1 (c) 5
(b) 3 (d) 7
Teac he r
(b) 4 (d) 7
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1. Colour … (a) 2 (c) 5
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(b) 2 (d) 6
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FRACTIONS – 1 NUMBER
1. Colour one-half of each group. (b)
(c)
(d)
Teac he r
r o e t s Bo r e p ok u 2. What is one-half S of each number? (a) 2
(b) 6
(c) 12
3. Colour one-quarter of each group. (a)
(b)
(c)
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4. What is one-quarter of each number?
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(a) 4
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(b) 8
(c) 20
5. Colour one-third of each group. (a)
m . u
STUDENT NAME
(a)
(d) 24
o c . che e r o t r s super (b)
(c)
(d)
6. What is one-third of each number? (a) 3 R.I.C. Publications®
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(c) 12 29
(d) 18 Primary mathematics: Back to basics
FRACTIONS – 2 NUMBER
Teacher information Indicators Identifies, represents and shows knowledge of simple fractions. Understands simple equivalent fractions.
r o e t s Bo r e p ok u S Fractional parts Colouring and writing fractions Equivalent fractions Fractional parts equalling one whole
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Teac he r
Concepts required
Answers
1. (a) Teacher check
(b) 2 halves = 1 whole
2. (a) Teacher check
(b) 4 quarters = 1 whole
3. (a) Teacher check
(b) 3 thirds = 1 whole
4. Teacher check
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• (b) 2/3 (d) 3/4 (f) 5/6
6. Teacher check
Fractions all equal one-half.
7. Teacher check
Fractions all equal one whole.
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5. (a) 1/2 (c) 3/5 (e) 3/8
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FRACTIONS – 2 NUMBER
1. (a) Colour 1/2
(b)
halves = 1 whole
2. (a) Colour 1/4
(b)
quarters = 1 whole
r o e t s Bo r e p ok u (b) / (c) / S
3. (a) Colour 1/3
(b)
thirds = 1 whole
4. Colour the fraction shown.
Teac he r
2
(d) 2/6
3
3
(e) 4/8
(f) 3/6
5. Write the fraction shaded. (a)
4
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(b)
(c)
© R. I . C.Publ i cat i ons (d)•f (e) p orr evi ew ur poses(f)onl y•
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6. Colour the fraction shown. (a) 2/4
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(b) 3/6
(c) 4/8
(b) 4/4
(c) 5/5
m . u
STUDENT NAME
(a) 2/4
(d) 5/10
o c . c e r The fractions all h equal one. er o t s s r u e p 7. Colour the fraction shown. (a) 2/2
The fractions all equal one
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(d) 6/6
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Primary mathematics: Back to basics
MONEY – COINS NUMBER
Teacher information Indicators Identifies Australian coins. Identifies equivalent groups of coins.
r o e t s Bo r e p ok u S Knowledge of Australian coins Adding the value of sets of coins Identifying equivalent values Ordering amounts
Answers
1.
(a) (b) (c) (d) (e) (f)
20c 30c 65c $1.00 $2.00 $3.85
2. 3.
Teacher check (a) 5c, 10c, 20c, 50c (b) 10c, 20c, 50c, $1, $2 (c) 5c, 25c, 30c, 50c, $1.50 (d) 15c, 75c, $1.50, $2, $2.50 (e) 50c, 90c, $1, $2, $3, $4
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Concepts required
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MONEY – COINS NUMBER
(a)
(b)
(c)
(d)
(e)
(f)
Teac he r
r o e t s Bo r e p ok u S
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© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• (a)
(b)
2. Write two sets of equivalent coins to make each amount.
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STUDENT NAME
1. Calculate the total amount of each group of coins.
(c)
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o c . che e r o t r s 3. Order the amounts froms smallest tor largest. upe
(d)
(a) 20c, 5c, 50c, 10c
(b) 10c, $1, 20c, $2, 50c
(c) 30c, 50c, $1.50, 5c, 25c
(d) $2, 75c, 15c, $2.50, $1.50
(e) 90c, $4, $1, $2, 50c, $3
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Primary mathematics: Back to basics
MONEY – NOTES NUMBER
Teacher information Indicators Identifies Australian currency notes. Calculates equivalent values.
r o e t s Bo r e p ok u S Knowledge of Australian currency notes Adding the value of sets of notes Identifying equivalent values Ordering amounts Calculating change from given amounts
Answers
1. (a) $30 (d) $125 2.
(a) (b) (c) (d) (e)
(b) $35 (e) $300
(c) $80
$100, $50, $20, $10, $5 $150, $100, $55, $25, $15 $200, $120, $75, $50, $45 $600, $100, $60, $10, $6 $500, $150, $51, $25, $5
ew i ev Pr
Teac he r
Concepts required
(b) 4
(c) 10
4. (a) 2
(b) 5
(c) 10
5. (a) $10
(b) $15
(c) $5
6. (a) $40
(b) $30
(c) $5
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3. (a) 2
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Primary mathematics: Back to basics
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MONEY – NOTES NUMBER
(a)
(b)
(c)
(d)
(e)
Teac he r
r o e t s Bo r e p ok u S
2. Order the amounts from largest to smallest.
(a) $20, $5, $10, $100, $50
(b) $55, $15, $150, $25, $100
© R. I . C.Publ i cat i ons (c) • $45, $75, $50, $120, $200 f o rr ev i ew pur posesonl y•
(d) $10, $60, $6, $600, $100
(e) $51, $500, $5, $150, $25
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STUDENT NAME
1. Calculate the total amount of each group of notes.
3. How many $5 notes are needed to make each amount?
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(a) $10?
(b) $20?
(c) $50
o c . ch (a) $20? (b) $50? r (c) $100? e er o t s s r u e p 5. How much change is left from $20 when each amount is spent? 4. How many $10 notes are needed to make each amount?
(a) $10
(b) $5
(c) $15
6. How much change is left from $50 when each amount is spent?
(a) $10
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(b) $20
35
(c) $45
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 Answers
1. 1, 3, 5, 7, 9, 11, 13, 15, 17, 19 2. 50, 52, 54, 56, 58, 60, 62, 64, 66, 68, 70 3. Answers will vary 4. (a) (b) (c) (d)
Even months are February, April, June, August, October, December 6 Answers will vary Answers will vary
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Teac he r
Odd and even numbers to 100 Birth date Order of the months of the year
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• (b) odd (e) odd
6. (a) 1, 3, 5, 7 or 9
(b) 2, 4, 6, 8 or 0
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(c) odd (f) even
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5. (a) even (d) even
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ODD AND EVEN NUMBERS NUMBER
1. Write the odd numbers from one to 20. 2. Write the even numbers from 50 to 70. 3. (a) What day of the month were you born?
r o e t s Boof the year. r e 4. (a) Draw a red circle around the even months p ok u S February January March April
Teac he r
May
September
June
July
October
November
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December
© R. I . C.Publ i cat i ons (c) • What of i the yearp were you born in? f omonth rr ev ew ur po se sonl y•
(d) Is the month odd or even?
(b) How many odd months are there?
5. Write if each number is odd or even.
(a) 32
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(b) 99
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(e) 83
(f) 92
(c) 47
m . u
STUDENT NAME
(b) Is the number odd or even?
o c . che e r o t r s super
6. (a) Odd numbers always end in
,
,
,
or
.
(b) Even numbers always end in
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,
,
,
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or
. 37
Primary mathematics: Back to basics
NUMBER PATTERNS NUMBER
Teacher information Indicator Recognises number patterns and rules.
Concepts required
r o e t s Bo r e p ok u S
1.
(a) (b) (c) (d) (e)
Answers 2, 4, 6, 8, 10, 12, 14, 16, 18, 20 1, 3, 5, 7, 9, 11, 13, 15, 17, 19 10, 9, 8, 7, 6, 5, 4, 3, 2, 1 10, 20, 30 40, 50, 60, 70, 80, 90, 100 20, 25, 30, 35, 40, 45, 50, 55, 60, 65, 70
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Teac he r
Completing number patterns by following a rule Counting on by 2, 3, 4, 5, 10 Counting backwards by 1, 2, 10 Odd and even numbers
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• 2.
(a) (b) (c) (d)
3, 6, 9, 12, 15, 18, 21, 24, 27, 30 20, 18, 16, 14, 12, 10, 8, 6, 4, 2, 0 4, 8, 12 16, 20, 24, 28, 32, 36, 40 100, 90, 80, 70, 60, 50, 40, 30, 20, 10, 0
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3. Answers will vary
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NUMBER PATTERNS NUMBER
1. Complete the number patterns. (a)
2
4
(b)
1
3
7
9
14
20
13
19
4
1
8
r o e t s B r 35 50o e p ok u 2. Follow theS rule to write the number pattern. 10
(e)
20
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(d)
30
3,
,
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,
,
,
,
,
20,
,
,
,
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,
,
,
,
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4,
,
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,
,
,
,
,
,
,
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Pattern:
R.I.C. Publications®
,
,
,0
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3. Write your own rule and its number pattern.
65
, 30
(c) Count by fours to 40.
90
(b) Count backwards from 20 by twos.
50
(a) Count by threes to 30
20
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STUDENT NAME
(c)
6
Rule
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,
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,
,
,
39
,
,
,
,
,
Primary mathematics: Back to basics
LINES AND ANGLES SPACE
Teacher information Indicators Identifies a variety of lines. Identifies angles on various shapes.
r o e t s Bo r e p ok u S Concepts required
Materials needed Coloured pencils
Answers
1. Teacher check
ew i ev Pr
Teac he r
Knowledge of line types—straight, curved, zigzag, vertical, parallel, perpendicular, diagonal, wavy, horizontal Knowledge that angles occur where two lines meet
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•
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Primary mathematics: Back to basics
(b) 3 angles (d) 3 angles (f) no angles
m . u
2. (a) 4 angles (c) 4 angles (e) 5 angles
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LINES AND ANGLES SPACE
1. (a) Trace over the horizontal line in red.
(b) Trace over the curved line in blue.
(c) Trace over the zigzag line in green.
(d) Trace over the parallel lines in pink.
(e) Trace over the perpendicular lines in orange.
(f) Trace over the diagonal line in purple.
Teac he r
ew i ev Pr
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•
2. Circle all of the angles in each shape.
(a)
(b)
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(d)
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(c)
m . u
STUDENT NAME
r o e t s Bo r e pwavy line in yellow. ok (g) Trace over the u (h) Trace over S the vertical line in brown.
o c . che e r o t r s super (e)
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(f)
41
Primary mathematics: Back to basics
2-D SHAPES SPACE
Teacher information Indicators Identifies, names and represents 2-D shapes. Identifies properties of 2-D shapes.
r o e t s Bo r e p ok u S Recognition of 2-D shapes Drawing and naming 2-D shapes Finding edges and corners on 2-D shapes Identifying 2-D shapes in the home environment
Answers
1. (a)
4 edges, 4 corners
(b)
1 edge, 0 corners
(c)
4 edges, 4 corners
(d)
3 edges, 3 corners
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Teac he r
Concepts required
2. (a)
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(b)
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(c)
(d)
pentagon – 5 edges, 5 corners
hexagon – 6 edges, 6 corners
m . u
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•
o c . che e r o t r s super oval – 1 edge, 0 corners
octagon – 8 edges, 8 corners
3. Answers will vary
Primary mathematics: Back to basics
42
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2-D SHAPES SPACE
1. Draw each shape. Write the number of edges and corners each has. (a) square
Teac he r Corners
(c) rectangle
(d) triangle
r o e t s Bo r e pEdges okEdges Edges u S Corners Corners Corners
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2. Name the shapes. Write the number of edges and corners each has.
© R. I . C.Publ i cat i ons (a) (b) (c) (d) •f orr ev i ew pur p oseson l y•
Edges
Edges
Edges
Edges
Corners
Corners
Corners
Corners
m . u
STUDENT NAME
Edges
(b) circle
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3. Draw an object from home that contains each shape. square shape
. te
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rectangular shape
circular shape
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Primary mathematics: Back to basics
3-D SHAPES SPACE
Teacher information Indicators Identifies, names and represents 3-D shapes. Identifies properties of 3-D shapes.
r o e t s Bo r e p ok u S Concepts required
1.
Answers
(a) cube – 6 faces (b) sphere – 1 face (c) cone – 2 faces (d) prism – 5 faces (e) cylinder – 3 faces (f) pyramid – 5 faces
12 edges 0 edges 1 edge 9 edges 2 edges 8 edges
8 corners 0 corners 1 corner 6 corners 0 corners 5 corners
ew i ev Pr
Teac he r
Recognition of 3-D shapes Drawing and naming 3-D shapes Finding and naming 3-D shapes
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Primary mathematics: Back to basics
m . u
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3-D SHAPES SPACE
1. Use the dotted outline to draw each 3-D shape. Copy the correct name for each shape. Write the number of faces, edges and corners. cone (a)
prism
cylinder
Teac he r
Name
Edges
Corners
Edges
Corners
Name
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© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• Faces
(d)
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Name
Faces
(f)
Corners
Edges
Corners
Name
Faces
(e)
Edges
m . u
STUDENT NAME
sphere
r o e t s Bo r e p ok u S
Faces
(c)
pyramid
Name
Faces
(b)
cube
o c . che e r o t r s super Edges
Corners
Edges
Corners
Name
Faces
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Primary mathematics: Back to basics
shapes SPACE
Teacher information Indicators Classifies shapes. Identifies congruent shapes. Identifies tessellating shapes.
r o e t s Bo r e p ok u S Moving shapes by rolling and sliding Congruent shapes are the same size Understands how shapes tessellate
Materials needed Coloured pencils
Answers
1. Answers will vary
ew i ev Pr
Teac he r
Concepts required
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• 2. Answers will vary 3. Teacher check
4. Shapes that tessellate —
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Primary mathematics: Back to basics
m . u
5. Teacher check
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shapes SPACE
1. Draw two shapes you could roll.
r o e t s Bo r e p ok u S
Teac he r
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3. Use different colours to show the congruent shapes.
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•
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4. Colour the shapes that tessellate.
m . u
STUDENT NAME
2. Draw two shapes you could slide.
o c . che e r o t r s super 5. Draw a tessellating pattern.
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Primary mathematics: Back to basics
FLIP, SLIDE, TURN SPACE
Teacher information Indicator Draws shapes that flip, slide and turn.
Concepts required
r o e t s Bo r e p ok u S
1. (a)
Materials needed Coloured pencils
Answers (b)
ew i ev Pr
Teac he r
Flipping, sliding or turning changes the position of the image The shape remains the same
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• 2. (a)
(b)
3. (a)
(b)
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4.
5. Teacher check
Primary mathematics: Back to basics
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FLIP, SLIDE, TURN SPACE
1. Flip the shapes. (a)
(b)
r o e t s Bo r e p ok (b) u S
2. Slide the shapes.
Teac he r
3. Turn the shapes one quarter turn clockwise. (a)
(b)
ew i ev Pr
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•
m . u
STUDENT NAME
(a)
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4. Finish the pattern by flipping, sliding and turning one quarter turn anticlockwise.
. t o ➾ e➾ ➾ ➾ ➾ ➾ c . che e r o t r s super flip
slide
turn
flip
slide
turn
flip
➾
5. Draw your own shape, then follow a flip, slide and turn pattern.
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Primary mathematics: Back to basics
SYMMETRY SPACE
Teacher information Indicator Identifies lines of symmetry and completes symmetrical pictures.
Concepts required
r o e t s Bo r e p ok u S Materials needed Coloured pencils
Answers
1. Symmetrical shapes—a, c, d, e, f, g, i, k, l Teacher check lines of symmetry 2. Teacher check
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Teac he r
Understands a line of symmetry divides a shape or object into two equal halves.
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Primary mathematics: Back to basics
m . u
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SYMMETRY SPACE
Teac he r
(e)
(k) © R(j). I . C.Publ i cat i ons(l) •f orr evi ew pur posesonl y•
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2. Complete the pictures so they are symmetrical.
(a)
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m . u
(i)
r o e t s Bo r e p ok u (g) (h) S (f)
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STUDENT NAME
1. Decide which shapes are symmetrical. Draw one line of symmetry on those that are. Colour those that are not. (a) (b) (c) (d)
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(b)
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Primary mathematics: Back to basics
DIRECTIONS AND POSITION SPACE
Teacher information Indicator Understands and follows everyday locational language.
Concepts required
r o e t s Bo r e p ok u S
Locational language such as: in front, behind, next to, middle, right, left, above
1. Answers will vary
2. Teacher check completed picture
ew i ev Pr
Teac he r
Answers
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Primary mathematics: Back to basics
m . u
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DIRECTIONS AND POSITION SPACE
1. Draw one thing that is located:
Teac he r
behind you.
next to you.
r o e t s Bo r e p ok u S
2. Follow the directions to complete the picture.
ew i ev Pr
(i) Draw a computer in the middle of the desk.
(ii) Draw three pencils to the right of the computer.
(iii) Draw a book to the left of the computer.
(iv) Draw a picture frame on the wall above the computer.
© R. I . C.Publ i cat i ons (vi) Draw a vase on the top right-hand corner of the desk. •f orr evi ew pur posesonl y• (vii) Draw four flowers in the vase.
(viii) Draw a rubbish bin on the floor to the left of the desk.
(v) Draw a window on the wall, to the left of the picture frame.
(ix) Draw a chair in front of the desk.
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m . u
STUDENT NAME
in front of you.
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Primary mathematics: Back to basics
PATHS AND GRIDS SPACE
Teacher information Indicators Follows paths on simple mazes. Reads and uses grid references.
r o e t s Bo r e p ok u S Concepts required
Answers
1. Teacher check 2.
(a) (b) (c) (d) (e) (f) (g) (h) (i)
A4 C1 bird ant E4 D3 Teacher check Teacher check Teacher check
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Teac he r
Mazes Reading and writing grid coordinates Following locational instructions
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Primary mathematics: Back to basics
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PATHS AND GRIDS SPACE
1. Draw a path through the mazes. Start
r o e t s Bo r e p ok u S
Teac he r
ew i ev Pr
S
© R. I . C.Publ i cat i ons f o rtor e vi e w pur posesonl y• 2. Use• the grid locate the following things.
(a) The flower is at
. 5
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E
m . u
STUDENT NAME
End
(b) The tree is at
.
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(c) What is at B3?
4
o c . (d) What is at c C5? e her r 3 t o s supe r (e) The butterfly is at .
(f) Where is the spider?
2
(g) Draw a rainbow at E5.
(h) Draw a ladybird at A1.
(i) Draw a flowerpot at C4.
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B
C
D
E
Primary mathematics: Back to basics
LENGTH MEASUREMENT
Teacher information Indicators Identifies length of objects. Uses a ruler to measure length. Recognises formal measurements of length.
r o e t s Bo r e p ok u S Shortest/Longest Formal measurement units—centimetres and metre Proficient use of a ruler to measure in centimetres
Materials needed Coloured pencils—green and blue Ruler
Answers
ew i ev Pr
Teac he r
Concepts required
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• (a) (b) (c) (d)
5 cm 10 cm 10 m 1m
3.
(a) (b) (c) (d) (e)
10 cm 2 cm 8 cm 5 cm 3 cm
w ww
2.
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m . u
1. Teacher check
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4. Answers will vary 5. Answers will vary
Primary mathematics: Back to basics
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LENGTH MEASUREMENT
1. In each group, colour the shortest thing green and the longest thing blue. (b)
9 cm
1m
Teac he r
r o e t s Bo r e plength in each group. ok 2. Circle the longest u (a) 2 cm S 5 cm 1 cm (b) 8 cm 10 cm (c) 1 m
4 m
10 m
(d) 10 cm 20 cm
3. Use a ruler to measure the length of each line.
(a)
(b)
(c)
ew i ev Pr
cm cm
© R. I . C.Publ i c at i ons cm •f orr evi ew pur posesonl y• (d) cm
(e)
cm
m . u
STUDENT NAME
(a)
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4. Draw two things you would usually use centimetres to measure.
. te
o c . che e r o t r s super 5. Draw two things you would usually use metres to measure.
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Primary mathematics: Back to basics
AREA MEASUREMENT
Teacher information Indicator Identifies area informally and formally.
Concepts required
r o e t s Bo r e p ok u S Materials needed
ew i ev Pr
Teac he r
Knowledge that area is the space inside a 2-D shape Counting to 22 Smallest/Largest
Coloured pencils—red, yellow
Answers
1. Teacher check 2. Answers will vary
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• 3. Answers will vary
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Primary mathematics: Back to basics
(b) 10 (e) 13
(c) 12 (f) 22
m . u
4. (a) 4 (d) 9
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AREA MEASUREMENT
1. In each group, colour the largest area red and smallest area yellow. (b)
Teac he r
r o e t s Bo r e p ok u 2. Draw two S things that have an 3. Draw two things that have an area bigger than this sheet of area smaller than this sheet of paper.
paper.
ew i ev Pr
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•
m . u
STUDENT NAME
(a)
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4. Count the squares to calculate the area of each shape. (a)
(d)
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o c . c e her squares st r squares squares o super (b)
(c)
(e)
(f)
squares
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squares
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squares
Primary mathematics: Back to basics
CAPACITY MEASUREMENT
Teacher information Indicator Recognises informal and formal units of capacity.
Concepts required
r o e t s Bo r e p ok u S Materials needed
Coloured pencils—blue, red
Answers
1. Teacher check 2. eye-dropper bottle, glass, bucket, bath, swimming pool
ew i ev Pr
Teac he r
Smallest/Largest Ordering Formal measurement unit—litre
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• 3. Answers will vary 4. Answers will vary
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Primary mathematics: Back to basics
m . u
5. (a) 4 L (b) 20 L
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CAPACITY MEASUREMENT
1. In each group, colour the largest capacity blue and the smallest capacity red. (b)
Teac he r
r o e t s Bo r e p o u 2. Order the containers from smallest (1) to largest k (5) in capacity. S
ew i ev Pr
© R. I . C.Publ i cat i ons 3. Draw three items from home that contain less than one litre when full. •f orr evi ew pur posesonl y•
w ww
m . u
STUDENT NAME
(a)
. teitems from home that contain more than oneolitre when full. 4. Draw three c . che e r o r st super
5. Circle the largest capacity.
(a) 4 L
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1 L
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(b) 5 L 61
20 L
10 L Primary mathematics: Back to basics
MASS MEASUREMENT
Teacher information Indicator Recognises informal and formal units of mass.
Concepts required
r o e t s Bo r e p ok u S Materials needed
Coloured pencils—purple, orange
Answers
1. (a) lightest—mouse, heaviest—elephant (b) lightest—feather, heaviest—brick 2. Answers will vary
ew i ev Pr
Teac he r
Heaviest/Lightest Formal measurement unit—kilogram
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• 3. Answers will vary 4. Answers will vary
w ww
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Primary mathematics: Back to basics
m . u
5. (a) 9 kg (b) 50 kg
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MASS MEASUREMENT
1. In each group, colour the heaviest thing purple and the lightest thing orange. (b)
Teac he r
r o e t s Bo r e p ok 2. Finish the sentences. u (a) I am lighter and heavier than S than
(b) My pencil is lighter than
.
and heavier than
© R. I . C.Publ i cat i onsand heavier than •f orr evi ew p r posesonl y• . u .
(d) My mum is lighter than
than
and heavier
(c) A baby is lighter than
.
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(e) The lightest person in my family is
.
3. Draw three things from home that weigh less than one kilogram.
w ww
m . u
STUDENT NAME
(a)
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o c . c e hfrom r 4. Draw three things home that weigh more than one kilogram. er o t s super 5. Circle the heaviest weight.
(a) 3 kg
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6 kg
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(b) 50 kg 63
25 kg 15 kg Primary mathematics: Back to basics
DAYS AND MONTHS MEASUREMENT
Teacher information Indicators Writes and orders the days of the week and months of the year. Identifies the seasons of the year. Identifies activities and events that correspond to days, months and seasons.
r o e t s Bo r e p ok u S Days of the week in order Months of the year in order Corresponding seasons
Materials needed Coloured pencils
ew i ev Pr
Teac he r
Concepts required
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• Answers
2.
summer: December, January, February autumn: March, April, May winter: June, July, August spring: September, October, November Answers will vary
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Primary mathematics: Back to basics
m . u
1. Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday Answers will vary
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DAYS AND MONTHS MEASUREMENT
Teac he r
r o e t s Bo r e p ok u S
ew i ev Pr
2. Write the correct months of the year for each season. Draw a picture to represent each season.
© R. I . C.Pu bl i cat i ons Picture Season •f orr evi ew pur posesonl y• Months
summer
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autumn
m . u
STUDENT NAME
1. Write the days of the week in order. Write something different you do on each day.
o c . che e r o t r s sup er winter spring
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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
1–15. Answers will vary
ew i ev Pr
Teac he r
This year/Last year/Next year Morning/Afternoon/Evening Hours/Minutes Favourite day/month/season/year
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Primary mathematics: Back to basics
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PERIODS OF TIME MEASUREMENT
Finish the sentences. 1. The year is
and I am currently
years and
months old.
2. Something I did last year was
r o e t s Bo r e pto ok 3. Next year, I’du like S
Teac he r
.
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4. In the mornings, I always 5. In the evenings, I have to 6. I like to
. . .
in the afternoon.
© R. I . C.Publ i cat i ons 8. It only takes a few minutes to •f orr evi ew pur posesonl y• 7. It takes me about one hour to
. .
9. I need a few hours to 10. I usually go to bed at
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11. I sleep for about
.
on a school night.
hours each night.
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12. My favourite day of the week is
m . u
STUDENT NAME
because
o c . che 13. My favourite month of the year is e r o t r s super
because
14. My favourite season of the year is
because
.
.
.
15. The best year of my life so far is/was because
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Primary mathematics: Back to basics
CALENDARS MEASUREMENT
Teacher information Indicator Locates dates and events on a calendar.
r o e t s Bo r e p ok u S Months of the year (order of) Days of the week Ordinal numbers Recognises information presented on a calendar Calculates elapsed time Seasons Special days
Answers
1. 12 2. 31
ew i ev Pr
Teac he r
Concepts required
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• 3. summer
4. Tuesday 5. three
6. 15 December 7. five
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8. Sunday 9. five 10. Thursday
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11. Family BBQ 12. Tuesday
Primary mathematics: Back to basics
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CALENDARS MEASUREMENT
Use the calendar to answer the questions. December Sunday
Monday
30
Wednesday
Thursday
Friday
Saturday
31
r o e t s Bo r e p ok u S
1
Scho ol due p roje ct
3
Teac he r
2
9
4
5
6
Scho ol t c o n cer
10
11
12
13
7
8
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La u ra’s g we ddi n
14
15
21
22
28
29
Scho ol fin is h e s
k Fu n pa r o i n exc u rs
16
17
18
19
20
23
24
25
26
27
© R. I . C . Publ i cat i ons s g a m t C a mpi n C h r is BBQ Fa m i ly p y D aw •f orr evi e pur posesonl y• tri
1. This calendar shows the
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2. There are
th month of the year.
days in the month.
3. The season is
. t 5. There aree
.
4. Christmas Day happens on a
m . u
STUDENT NAME
’s A m ber y bi r t hda pa r t y
Tuesday
.
o c . che 6. What date is Laura’s wedding? e r o t r supEve 7. How many days after Christmas iss the camping trip? er
days between the end of school and Christmas.
8. Amber’s birthday party is on a
.
9. How many Sundays are in this month? 10. On what day will the school concert be held? 11. What happens on the 23rd? 12. On what day is 1 January? R.I.C. Publications®
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Primary mathematics: Back to basics
time MEASUREMENT
Teacher information Indicator Reads and records the time on analog and digital clocks.
Concepts required
r o e t s Bo r e p ok u S
1.
(a) (b) (c) (d) (e)
Answers
3 o’clock 9 o’clock 4 o’clock half past 2 half past 8
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Teac he r
Reading clocks Equivalent times—seconds, minutes, hours, days
2. Teacher check 3.
(a) (b) (c) (d) (e) (f) (g) (h) (i) (j)
5.00 9.30 3.30 12.00 7.30 2.35 6.20 10.40 1.59 5.14
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Primary mathematics: Back to basics
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time MEASUREMENT
1. Write the times shown on the clocks.
(a)
(b)
r o t s (e)eB r e oo p u k S o’clock
Teac he r
(d)
o’clock
2. Draw the times on the clock faces.
(a)
(b)
(c)
o’clock
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(d)
(e)
© R. I . C.Publ i cat i ons sixf o’clock past half past oneo o’clock • orr ehalf vi e w12 pu r p oses nl y•half past
four
eight
3. Write the digital time on the clock faces. (a)
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:
ON
OFF
GIGA-BLASTER
:
five o’clock
(e)
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(g)
:
one minute to : (i) two
(c)
GIGA-BLASTER
GIGA-BLASTER
GIGA-BLASTER
(b)
ON
half past three (d)
:
OFF
GIGA-BLASTER
:
ON
half past nine twelve o’clock
o c . che e r o t r s: twenty to eleven su twenty past six (h) r pe OFF
ON
OFF
half past seven (f)
OFF
GIGA-BLASTER
:
ON
OFF
GIGA-BLASTER
ON
twenty-five to three
ON
OFF
OFF
GIGA-BLASTER
ON
OFF
GIGA-BLASTER
(j)
: GIGA-BLASTER
4. There are
hours in one day.
5. There are
minutes in one hour.
6. There are
seconds in one minute.
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ON
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STUDENT NAME
(c)
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ON
OFF
fourteen past five
Primary mathematics: Back to basics
CHANCE CHANCE AND DATA
Teacher information Indicator Classifies and represents events.
Concepts required
r o e t s Bo r e p ok u S
Understands terms—possible/impossible, can’t/must, likely/unlikely
Teac he r
Answers
1. Answers will vary
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2. Answers will vary 3. Answers will vary
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CHANCE CHANCE AND DATA
1. Draw a picture to match each statement. (b) It’s impossible that this will happen tomorrow.
Teac he r
r o e t s Bo r e p ohappen to me next (c) This can’tu happen to me next (d) This must k week. S week.
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2. Decide if each event is likely L or unlikely U to happen.
Tomorrow, I will listen to everything the teacher says.
Tomorrow, I will meet my favourite music star.
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STUDENT NAME
(a) It’s possible that this will happen tomorrow.
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Tonight, I will go to sleep.
o c . cIh Tomorrow, will eat cereal for breakfast. e r er o t s super
Tonight, I will watch my favourite TV show.
3. (a) It’s likely that at 7 o’clock tomorrow morning I will ...
.
(b) It’s likely that at 7 o’clock tomorrow night I will ...
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Primary mathematics: Back to basics
DATA CHANCE AND DATA
Teacher information Indicators Classifies data Identifies survey questions and possible data.
r o e t s Bo r e p ok u S Concepts required
Answers
1. Kitchen—fridge, toaster, microwave, kettle Lounge/Living room—TV, DVD player, remote control, lamp Study—computer, printer, telephone, calculator 2. Answers will vary.
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Teac he r
Classifying Categories Survey
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DATA CHANCE AND DATA
Teac he r
r o e t s Bo r e p ok u S
Kitchen
Lounge/Living room
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STUDENT NAME
1. Classify the items into three groups.
2. (a) If you were asked to survey your family and friends to find out their most popular breakfast food, what question would you ask?
. te o (b) Make a list of five foods to choose from. c . c e her r o t s super (c) Which breakfast food do you think would be the most popular?
(d) Which food do you think would be the least popular?
(e) Which breakfast food would you choose as your favourite?
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Primary mathematics: Back to basics
TALLIES CHANCE AND DATA
Teacher information Indicator Interprets data from tallies.
Concepts required
r o e t s Bo r e p ok u S
1.
(a) (b) (c) (d) (e) (f) (g) (h) (i)
Answers 14, 3, 10, 5, 8 chocolate vanilla 10 40 13 11 Answers will vary Answers will vary (e.g. Favourite ice-cream flavour.)
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Teac he r
Tally marks Table format Addition Finding the difference
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TALLIES CHANCE AND DATA
1. Use the information to answer the questions. Title:
Flavour
Tally
Total
r o e t s Bo r e Vanilla p ok u S Strawberry
Teac he r
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Peppermint Caramel
© R. I . C.Publ i cat i ons 40 (a) Add the tally marks to find each total. •f orr evi ew pur posesonl y• (b) Which flavour was the most popular? (c) Which flavour was the least popular?
(d) How many people liked strawberry the most?
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(e) How many people were surveyed altogether?
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STUDENT NAME
Chocolate
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–
=
(h) Which flavour is your favourite?
(i) Write a title for the tally table in the space provided.
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Primary mathematics: Back to basics
TABLES AND DIAGRAMS CHANCE AND DATA
Teacher information Indicator Represents and interprets data in tables and diagrams.
Concepts required
r o e t s Bo r e p ok u S Answers
1. (a) (b) (c) (d)
straight lines—A, E, F, H, I, K, L, M, N, T, V, W, X, Y, Z curved lines—C, J, O, S, U both—B, D, G, P, Q, R Straight lines five six
2.
Teacher check graph six swimming soccer
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Teac he r
Venn diagrams Straight/Curved Tables Bar graph
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TABLES AND DIAGRAMS CHANCE AND DATA
1. (a) Use the venn diagram to sort the letters of the alphabet.
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Teac he r
Letters with curved lines
r o e t s Bo r e p ok u S
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(b) Which category has the most letters?
(c) How many letters have only curved lines?
(d) How many letters have both straight and curved lines?
© R. I . C.Publ i cat i ons Favourite sports in our Year 3 class •f orr evi ew pur po seso nl y •
2. (a) Use the table to complete the bar graph. Favourite sport
Swimming
Grace Blake Jayden Rashid Lee
Daniel Taj Logan Lauren Jin Lucy
Rose Emily Jasmine Pete
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Soccer
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Tennis
6
Number of children
STUDENT NAME
Letters with straight lines
4
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Tennis
(b) How many students like soccer?
(c) What is the least popular sport?
(d) What is the most popular sport?
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Soccer
Swimming
Favourite sport
Primary mathematics: Back to basics
GRAPHS CHANCE AND DATA
Teacher information Indicators Interprets data from a pictograph. Uses information to construct a bar graph.
r o e t s Bo r e p ok u S Concepts required
1.
(a) (b) (c) (d) (e)
Answers
dog lion 25 5 Answer will vary
2. Teacher check bar graph
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Teac he r
Pictograph Bar graph
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GRAPHS CHANCE AND DATA
1. Use the pictograph to answer the questions.
Teac he r
r o e t s Bo r e p ok u S
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(a) Which animal was the most popular?
(b) Which animal was the least popular?
(c) How many students were surveyed altogether?
(d) How many chose dolphins as their favourite?
(e) Add your vote by drawing your favourite animal on the graph.
© R. I . C.Publ i cat i ons 2. Use• the information from above to n complete f o rr evi ewtheppictograph ur pos eso l y•the bar graph.
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Favourite animals of Year 3 students
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Number of students
STUDENT NAME
Favourite animals of Year 3 students
4 3
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2 1 dog
cat
dolphin
kangaroo
lion
crocodile
Favourite animals
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Primary mathematics: Back to basics