Primary Mathematics - Back to Basics: Book C - Ages 7-8

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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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.

View all pages online PO Box 332 Greenwood Western Australia 6924

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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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.

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.

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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.

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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

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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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South Australia

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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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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,

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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.

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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.

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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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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

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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

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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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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.

=

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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

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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?

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+

=

toys

=

students

(c) There were 12 flowers on one plant and nine flowers on another.

How many flowers were there altogether?

+

=

flowers

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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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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)

–

=

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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.

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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

m . u

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

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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?

w ww

m . u

STUDENT NAME

How much older is Janek?

(c) Lily and Amy made 26 cards. If Lily made 16, how many did Amy make?

. te

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

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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

m . u

(c) 10 x 4 = 40 goldfish

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(d) 20 x 2 = 40 wheels

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Primary mathematics: Back to basics

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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

w ww

(a) 2 x

=

x9=9

m . u

STUDENT NAME

r o e t s Bo groups of r e p ok u x = S

. te o (a) One car has four wheels. c . c e her r

How many wheels are on seven cars? x = o t s s r upe (b) One pizza has eight slices.

= 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

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÷

(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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m . u

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 =

–

=

–

=

–

=

–

=

ew i ev Pr

© 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

w ww

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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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Teac he r

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=

w ww

Teac he r

3+5

12 ÷ 6 = 6÷3= 4÷4=

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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=

m . u

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

ew i ev Pr

Teac he r

Writing number sentences Problem solving Correct use of the four operations (+, –, x, ÷)

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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

m . u

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?

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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?

w ww

m . u

STUDENT NAME

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

7.

. te

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

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(b) 4 (d) 7

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1. Colour … (a) 2 (c) 5

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6. (a) 1 (c) 4

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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)

ew i ev Pr (d) 20 (d)

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

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®

(b) 6

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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

ew i ev Pr

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

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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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Primary mathematics: Back to basics

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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)

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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

. te

(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

.

31

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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Teac he r

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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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.

w ww

m . u

STUDENT NAME

1. Calculate the total amount of each group of coins.

(c)

. te

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

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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

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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?

. te

(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

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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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Primary mathematics: Back to basics

(c) odd (f) even

m . u

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

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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

. te (d) 100

(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

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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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Primary mathematics: Back to basics

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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

Teac he r

(d)

30

3,

,

,

,

,

,

,

,

20,

,

,

,

,

,

,

,

,

,0

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I .

C .P ub l i c at i on s , , , , , , , 40 f or r evi e w 100 pu posesonl y• (d) • Count backwards from byr tens.

4,

,

100,

,

,

,

,

,

,

,

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Pattern:

R.I.C. Publications®

,

,

,0

m . u

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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

o c . che e r o t r s super

,

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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

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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)

R.I.C. Publications®

(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

ew i ev Pr

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

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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

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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

w ww

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

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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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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

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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.

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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

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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

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

m . u

STUDENT NAME

(a)

w ww

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

ew i ev Pr

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

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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•

w ww

2. Complete the pictures so they are symmetrical.

(a)

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. te

m . u

(i)

r o e t s Bo r e p ok u (g) (h) S (f)

ew i ev Pr

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

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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.

w ww

. te

R.I.C. Publications®

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

ew i ev Pr

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

w ww

E

m . u

STUDENT NAME

End

(b) The tree is at

.

. te

(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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1 A 55

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.

. te

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)

w ww

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

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

m . u

STUDENT NAME

(a)

w ww

4. Count the squares to calculate the area of each shape. (a)

(d)

. te

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

w ww

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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

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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) 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)

. te

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

w ww

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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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R.I.C. Publications®

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

w ww

11. I sleep for about

.

on a school night.

hours each night.

. te

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

m . u

w ww

8. Sunday 9. five 10. Thursday

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11. Family BBQ 12. Tuesday

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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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14

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Scho ol fin is h e s

k Fu n pa r o i n exc u rs

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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

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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?

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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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4. 24

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5. 60 6. 60

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)

. te :

(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.

R.I.C. Publications®

ON

m . u

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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Primary mathematics: Back to basics

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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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© R. I .

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

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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m . u

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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Primary mathematics: Back to basics

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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

ew i ev Pr Study

© R. I .

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

w ww

m . u

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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Primary mathematics: Back to basics

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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?

m . u

STUDENT NAME

Chocolate

. te o c (g) What is the difference in amount between the. most popular and c e the least popular hechoices? r o t r s super (f) How many people chose peppermint and caramel?

–

=

(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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Primary mathematics: Back to basics

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

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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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5

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Soccer

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Tennis

6

Number of children

STUDENT NAME

Letters with straight lines

4

o c . che e r o t r s super 3 2 1

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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Primary mathematics: Back to basics

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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.

m . u

Favourite animals of Year 3 students

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8 7

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Number of students

STUDENT NAME

Favourite animals of Year 3 students

4 3

o c . che e r o t r s super

2 1 dog

cat

dolphin

kangaroo

lion

crocodile

Favourite animals

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Primary mathematics: Back to basics