Primary Mathematics - Back to Basics: Book D - Ages 8-9

RIC-6059

4.3/176

Primary mathematics: Back to basics (Book D) Published by R.I.C. Publications® 2008 Copyright© Jenni Harrold 2008 ISBN 978-1-74126-694-8 RIC– 6059

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 C) 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 and 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 ....................................................................

Perspective and transformations . ............................

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

Directions and position ...............................................

Maps and grids ............................................................

40–41 42–43 44–45 46–47 48–49 50–51 52–53

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Numbers and words ........................................................ 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 Mental addition and subtraction . ............................. 18–19 Multiplication . .............................................................. 20–21 Multiplication problems .............................................. 22–23 Division .......................................................................... 24–25 Division problems ........................................................ 26–27 Mental multiplication and division ............................ 28–29 Fractions . ...................................................................... 30–31 Decimals . ...................................................................... 32–33 Money ............................................................................ 34–35 Money problems .......................................................... 36–37 Number sentences and patterns .............................. 38–39

Measurement

Length ............................................................................ 54–55 Perimeter . ..................................................................... 56–57 Area . .............................................................................. 58–59 Volume and capacity . ................................................. 60–61 Mass .............................................................................. 62–63 Angles ............................................................................ 64–65 Periods of time .............................................................. 66–67 Time ................................................................................ 68–69 Calendars ...................................................................... 70–71 Timetables ..................................................................... 72–73

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Chance and data Chance . .........................................................................

Interpreting data ..........................................................

Surveys ..........................................................................

Graphs ...........................................................................

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74–75 76–77 78–79 80–81

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 between sections.

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.

Teachers notes page

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

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The name of the concept is given.

The name of the related strand is given.

Answers are given for all questions on the student page.

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The name of the related strand is given.

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Student page 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.

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

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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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iv

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. links Western Australia Working mathematically

WM 3.3, WM 5.3

Number

N 6a.3, N 6b.3, N 7.3, N 8.3

Measurement

M 9a.3, M 9b.3, M 10a.3, M 11.3

Chance and data

C&D 12.3, C&D 13a.3, C&D 13b.3, C&D 14.3

Space

S 15a.3, S 15b.3, S 15c.3, S 16.3

Algebra

PA 17a.3, PA 18.3, PA 19.3

New South Wales Working mathematically Number

r o e t s Bo r e p ok u S WMS2.1, WMS 2.2, WM S2.4 NS2.1, NS2.2, NS2.3, NS2.4,

Measurement Chance and data

NS2.5, DS2.1

Space

SGS2.1, SGS2.2a, SGS2.2b, SGS2.3

Algebra

PAS2.1

Victoria

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MS2.1, MS2.2, MS2.3, MS2.4, MS2.5

Working mathematically

MARSS301, MARSS302, MARSS304

Number

MANUN301, MANUN303, MANUN304, MANUM301, MANUC301, MANUC302, MANUC303

Measurement

MAMDM301, MAMDM304, MAMET302, MAMEU301

Chance and data

MACDC301, MACDP302, MACDP303, MACDS301, MACDS302, MACDS303, MACDI301, MACDI302

Space

MASPL301, MASPL302, MASPL303, MASPL304, MASPS302, MASPS305, MASPS306

Algebra

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C.Publ i cat i ons •f orr evi ew pur posesonl y• MASPS306, MASPS307

Working mathematically

—

Number

2.6, 2.7, 2.8

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Measurement

2.4, 2.5

Chance and data

2.1, 2.2.3

Space

Algebra

Queensland

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2.12, 2.13

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2.9, 2.10

Working mathematically

—

Number

N 3.1, N 3.2, N 3.3

Measurement

M 3.1, M 3.2

Chance and data

CD 3.1, CD 3.2

Space

S 3.1, S 3.2

Algebra

PA 3.1, PA 3.2

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South Australia

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Primary mathematics: Back to basics

numbers and words NUMBER

Teacher information Indicator Identifies, reads and writes whole numbers to four digits.

Concepts required

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Knowledge of numbers to four digits Writing numerals as words Understanding of terms: smallest, largest, less, more Knowledge of home/personal telephone numbers

Answers

1. (a) forty-six (b) two hundred and thirty-seven (c) five hundred and two (d) two thousand, eight hundred and four (e) five thousand, one hundred and five

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C.Publ i cat i ons •f orr evi ew pur posesonl y• 3. (a) 17 (d) 1001 (f) 4100

(b) 21 (c) one hundred and seventy (e) two thousand, two hundred and twenty-two

4. (a) 840 (d) 7321

(b) 954 (e) 7532

(c) 986 (f) 8642

(b) 789 (e) 2235

(c) 23 (f) 1199

(b) 45, 65 (e) 139, 159

(c) 14, 34 (f) 1200, 1220

5. (a) 156 (d) 2345

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6. (a) 22, 42 (d) 100, 120

(c) 807

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(b) 149 (e) 3457

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2. (a) 38 (d) 6006

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7. Answers will vary

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numbers and words NUMBER

1. Write the numbers as words.

(a) 46

(b) 237

(c) 502

(d) 2804

(e) 5105

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2. Write these as numerals.

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(a) thirty-eight

(b) one hundred and forty-nine

(d) six thousand and six

(c) eight hundred and seven

(e) three thousand, four hundred and fifty-seven

3. Circle the number with the greater value.

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(a) seven or 17

(b) 21 or eleven

(c) 107 or one hundred and seventy

(d) one thousand or 1001

(e) 222 or two thousand, two hundred and twenty-two

(f) four thousand and ten or 4100

(c) 6, 9, 8

(d) 1, 3, 7, 2

(e) 3, 7, 2, 5

(f) 8, 6, 2, 4

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(a) 4, 0, 8 (b) 9, 5, 4

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5. Rearrange each set of numbers to write the smallest possible numeral.

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(a) 6, 1, 5 (c) 3, 0, 2

(e) 5, 2, 3, 2

(b) 9, 8, 7

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6. Write the number that is ten less and ten more than each numeral.

(a)

32

(d)

110

(b)

55

(e)

149

(c)

24

(f)

1210

7. (a) Write down your telephone number. (b) Use the numerals to make the largest possible number. (c) Use the numerals to make the smallest possible number.

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Primary mathematics: Back to basics

ordering numbers NUMBER

Teacher information Indicators Identifies, reads and writes whole numbers to four digits.

Orders numbers according to size.

Identifies and uses correct terminology to order whole numbers.

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

Counting numbers to follow a pattern Ordering from smallest to largest Interpreting information from a table of data

Answers 9, 11, 13, 15, 17, 19, 21, 23, 25, 27 20, 40, 60, 80, 100, 120, 140, 160, 180, 200 3, 6, 9, 12, 15, 18, 21, 24, 27, 30 50, 100, 150, 200, 250, 300, 350, 400, 450, 500 100, 95, 90, 85 , 80, 75, 70, 65, 60, 55 321, 320, 319, 318, 317, 316, 315, 314, 313, 312 44, 40, 36, 32, 28, 24, 20, 16, 12, 8 100, 90, 80, 70, 60, 50, 40, 30, 20, 10

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Concepts required

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3. (a) (b) (c) (d) (e)

Eve Kwan second Taylor Test A

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2. (a) 3, 13, 33, 303, 330, 333 (b) 105, 150, 155, 505, 550, 555 (c) 11, 12, 22, 111, 1111, 2222

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ordering numbers NUMBER

(a) 9,

, 13, 15,

(b)

, 40,

(c)

,

(d) 50,

(e)

(f) 321,

(g) 44,

(h)

, , 80, 100,

, 18,

,

, 23, ,

, 9, 12, ,

, 250,

,

, 160,

,

,

,

, 350,

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,

, 319

,

, 75,

,

,

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,

,

, 32,

, 80,

,

, 315,

,

,

, 40,

2. Order the numbers in each set from smallest to largest.

(a) 13, 33, 3, 333, 330, 303

(b) 550, 505, 555, 150, 155, 105

(c) 11, 2222, 111, 12, 22, 1111

,

, 500

, 60,

,

, 20,

,

, 30

, ,

,8 ,

, 10

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C.Publ i cat i ons • f orr ev i ew pu r poses onl y•Test D Student Test A Test B Test C

3. Use the table to answer the questions.

90

95

100

Noah

100

80

95

Kwan

95

100

90

Eve

85

85

85

75

80

80

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Helena

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Taylor

95 90

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(a) Who scored the highest mark on Test D?

(b) Who scored the third highest on Test C?

(c) Where did Helena come on Test B?

(d) Who scored fifth on two tests?

(e) On what test was Kwan second?

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95

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1. Fill in the missing numbers.

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100 75

Primary mathematics: Back to basics

Place value NUMBER

Teacher information Indicators Identifies and represents the same number in different forms.

Recognises and demonstrates place value.

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

1. (a) 97 (d) 9358

Answers

(b) 209 (e) 6060

(c) 547 (f) 1001

2. (a) 400 + 70 + 5 (b) 1000 + 300 + 80 + 4 (c) 6000 + 500 + 90 + 9 (d) 3000 + 600 + 40 + 2 (e) 2000 + 400 + 50 + 9

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Place value to thousands Expanded notation

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4. (a) 207 (b) 9 (c) 400 (d) 3500 (e) 4000

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3. (a) ones, 5 x 1, 5 (b) tens, 2 x 10, 20 (c) hundreds, 3 x 100, 300 (d) tens, 9 x 10, 90 (e) ones, 5 x 1, 5 (f) thousands, 7 x 1000, 7000 (g) hundreds, 8 x 100, 800

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place value NUMBER

1. Write each amount as numerals; e.g. 4 hundreds + 2 tens = 420.

(a) 9 tens + 7 ones =

(b)

(c) 5 hundreds + 4 tens (d) + 7 ones =

9 thousands + 3 hundreds + 5 tens + 8 ones =

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(e) 6 thousands + 6 tens =

(f)

1 thousand + 1 one =

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2. Write the numbers in expanded form; e.g. 423 = (400) + (20) + (3).

(a) 475

+

+

(b) 1384

+

+

(c) 6599

+

+

(d) 3642

+

+

(e) 2459

+ + +

+a © R. I .

C+.Publ i c t i ons+ 3. Complete the table.

•f orr evi e w pur pExpanded oses onl yMeaning • Number Place value form tens

42 (a)

75

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126

(c)

304

(e)

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(f)

7224

(g)

4811

(d)

4 x 10

2493

5005

40

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2 hundreds + 9 ones =

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4. Write the missing number.

(a) 200 + 7 =

(c)

+ 30 + 2 = 432

(e)

+ 8 = 4008

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(b) 70 +

= 79

(d) 3000 + 500 =

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Primary mathematics: Back to basics

Rounding NUMBER

Teacher information Indicator Demonstrates rounding numbers to the nearest 10, 100 and 1000.

Concepts required

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

1. (a) 10 (e) 40 (i) 250

(b) 10 (f) 40 (j) 350

(c) 20 (g) 100 (k) 780

(d) 20 (h) 120 (l) 300

2. (a) 200 (e) 700 (i) 3200

(b) 100 (f) 400 (j) 2000

(c) 300 (g) 1200 (k) 4100

(d) 300 (h) 2500 (l) 4500

3. (a) 1000 (e) 3000 (i) 4000

(b) 2000 (f) 3000 (j) 2000

(c) 2000 (g) 3000 (k) 6000

(d) 1000 (h) 5000 (l) 9000

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Numbers ending in 5, 50, 500 are rounded up Estimations

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5. (a) (b) (c) (d) (e)

10 + 20 = 30 20 + 50 = 70 50 + 40 = 90 30 + 70 = 100 210 + 50 = 260 20 – 10 = 10 50 – 10 = 40 50 – 30 = 20 70 – 20 = 50 130 – 30 = 100

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4. (a) (b) (c) (d) (e)

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Rounding NUMBER

1. Round the numbers to the nearest 10.

(a) 6

(b) 13

(c) 18

(d) 21

(e) 42

(f) 35

(g) 99

(h) 122

(i) 248

(j) 345

(k) 777

(l) 297

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2. Round the numbers to the nearest 100.

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(a) 220

(e) 650

(i) 3150

(b) 140

(c) 292

(d) 349

(f) 399

(g) 1210

(h) 2490

(j) 2030

(k) 4090

3. Round the numbers to the nearest 1000.

(a) 1100

(e) 3499

(b) 1800

(c) 1500

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(d) 1050

(f) 2501 (g) 3299 (h) 4999 ©R .

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5. Round the numbers to the nearest 10, then complete the problem.

e.g. 12 + 21

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4. Round the numbers to the nearest 10, then complete the sum.

(a) 6 + 18

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(c) 45 + 35

=

=

=

=

(e) 207 + 49

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–

=

–

=

–

=

–

=

(d) 65 – 19

(e) 125 – 28

+

=

(c) 48 – 25

+

–

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(d) 29 + 72

(b) 52 – 12

+

+

+

(a) 18 – 8

(b) 24 + 51

10 + 20 = 30.

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=

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Primary mathematics: Back to basics

addition NUMBER

Teacher information Indicators Solves and records solutions to addition problems.

Uses written methods to solve addition problems involving two- and three-digit whole numbers.

r o e t s Bo r e p ok u S Uses knowledge of place value to solve addition problems.

Place value Trading Magic square format

Answers

1. (a) 11 (e) 18

(b) 16 (f) 13

(c) 16 (g) 15

2. (a) 64 (d) 89

(b) 97 (e) 98

(c) 87 (f) 87

3. (a) 86 (d) 90

(b) 96 (e) 91

(c) 76 (f) 92

4. (a) 579 (d) 781

(b) 760 (e) 786

(c) 692

5. (a) 56 (d) 617

(b) 61 (e) 581

(c) 78

(d) 13 (h) 26

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Concepts required

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6. (a)

2

7

6

9

5

4

9

4

11

1

10

8

6

3

8

5

12

7

9

2

7

9

14

7

4

6

8

8

10 12

5

10

3

13

6

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11

10

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addition NUMBER

1. (a) 4 + 7 =

(b) 8 + 8 =

(c) 9 + 7 =

(d) 8 + 5 =

(e) 9 + 9 =

(f) 7 + 6 =

(g) 5 + 10 =

(h) 20 + 6 =

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2. (a) 21 (b) 62 (c) 34 (d) 45 (e) 73 (f) 64 + 43 + 35 + 53 + 44 + 25 + 23

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3. (a) 47 (b) 59 (c) 48 (d) 49 (e) 84 (f) 56 + 39 + 37 + 28 + 41 + 7 + 36

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4. (a) 510 (b) 624 (c) 488 (d) 509 (e) 378 + 69 + 136 + 204 + 272 + 408

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C .Publ i cat i ons 5. (a) 22 (b) 31 (c) 26 (d) 101 210 • f orr evi ew p ur pose s202 onl y(e) • 146

11 14 26

+ 23

+ 16

+ 26

+ 314

+ 225

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STUDENT NAME

6. Complete the squares so each row, column and diagonal in each square adds up to the same number. (a)

2

9

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3

(c)

2 4

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6

(b)

9

8

5

7 8

(d) 8

3

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7

14

7

10 6

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Primary mathematics: Back to basics

Addition problems NUMBER

Teacher information Indicators Calculates and solves addition word problems.

Uses place value knowledge to solve addition problems with one, two and three digits.

r o e t s Bo r e p ok u S Place value Trading Problem solving

Answers

1. 28 years 2. 31 years 3. 57 4. 47 songs 5. 276 books 6. 242 km 7. 331 boxes 8. 593 students 9. (a) Teacher check word problem.

63 + 26 = 89 (b) Teacher check word problem.

112 + 159 = 271

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Concepts required

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Addition problems NUMBER

2. Matthew is 17 years older than Salif. If Salif is 14 years old, how old is Matthew?

1. Ella is aged seven, Lily is nine and Ben is 12. What is their combined age?

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4. Jay downloaded 14 song tracks, Lewis chose 16 and Blake chose 17.

How many songs were downloaded altogether?

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5. One shelf of books in the library holds 129 books. A second shelf holds 147 books. How many books are there altogether?

6. Peter travelled 109 km on Saturday and 133 km on Sunday. How far did he travel?

7. A truck delivered 237 boxes one week and 94 the next. How many boxes were delivered altogether?

8. There is an attendance of 284 students at one school and 309 at another. How many students are there altogether?

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3. Lucy scored marks of 20, 18 and 19 on three maths test.

What was her total?

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9 . Write your own word problems using the numbers given. Set out and solve each problem. (a) 63 + 26

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(b) 112 + 159

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Primary mathematics: Back to basics

subtraction NUMBER

Teacher information Indicators Solves and records solutions to subtraction problems.

Uses written methods to solve subtraction problems involving two- and three-digit whole numbers.

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Uses knowledge of place value to solve subtraction problems.

Place value Trading Subtraction wheel format

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Concepts required

Answers

1. (a) 2 (e) 15 2. (a) 22 (d) 21 3. (a) 124 (d) 232 4. (a) 28 (d) 5 5. (a) 217 (d) 215 6. (a)

(b) (f) (b) (e) (b) (e) (b) (e) (b) (e)

3 9 17 40 243 491 27 13 239 306

(c) 8 (g) 8 (c) 20 (f) 35 (c) 313

(d) 5 (h) 15

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(c)

Primary mathematics: Back to basics

9

12– 6 3

6

10

9

(d)

2

45

40

10 5

10

25– 8

9 16

7

4

15

18 5

5

1

4

7

20

5

o c . che e r o t r s super 0

8

3 8– 7

6

3

7

m . u

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(b)

5

6 2

2

(c) 48 (f) 43 (c) 313

17

48

2

50– 20 30

15 25

12 35

13

14

25

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subtraction NUMBER

1. (a) 10 – 8 =

(b) 9 – 6 =

(c) 12 – 4 =

(d) 15 – 10 =

(e) 20 – 5 =

(f) 17 – 8 =

(g) 19 – 11 =

(h) 23 – 8 =

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

2. (a) 43 (b) 59 (c) 38 (d) 78 (e) 60 (f) 87 – 21 – 42 – 18 – 57 – 20 – 52

Teac he r

3. (a) 166 (b) 387 (c) 578 (d) 555 (e) 694 – 42 – 144 – 265 – 323 – 203

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4. (a) 84 (b) 62 (c) 73 (d) 64 (e) 81 (f) 92 – 56 – 35 – 25 – 59 – 68 – 49

5. (a) 384 (b) 468 (c) 637 (d) 340 (e) 514 – 167 – 229 – 324 – 125 – 208

© R. I .

C .Publ i cat i ons

•f o r r evi e w pur posesonl y• 6. Complete the subtraction wheels.

(a)

(b)

w ww

2

6

. te0

(c)

8–

12 –

7

7

9

6

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

4

10

(d)

7

10 25 –

5 9

R.I.C. Publications®

5

3

m . u

STUDENT NAME

10

15

12

www.ricpublications.com.au

50 – 20

2

8

15

5

25

Primary mathematics: Back to basics

subtraction problems NUMBER

Teacher information Indicators Calculates and solves subtraction word problems.

Uses place value knowledge to solve subtraction problems with two, three and four digits.

r o e t s Bo r e p ok u S Place value Trading Problem solving

Answers

1. 13 years 2. 52 pages 3. 18 cards 4. 41 adults 5. 112 oranges 6. 209 girls 7. 340 books 8. 125 tickets 9. 215 10. 1281 11. (a) Teacher check word problem.

75 – 29 = 46 (b) Teacher check word problem.

405 – 189 = 216

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Teac he r

Concepts required

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subtraction problems 2. Indira has read 24 pages of a book that has 76 pages. How many more pages has she left to read?

3. Kiara and Asha made 34 greeting cards. If Kiara made 16 cards, how many did Asha make?

4. A total of 145 people attended a movie.

If there were 104 children, how many adults attended?

Teac he r

1. Andrew is 27 years old. Logan is 14 years younger. How old is Logan?

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

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5. A quantity of 240 oranges needs to be packed into boxes.

How many are left if 128 have already been packed?

6. Out of a total of 396 students, 187 were boys. How many were girls?

7. Mr James had a total of 425 books.

He donated 85 to the local library. How many did he have left?

8. For an upcoming concert, 375 tickets are sold out of 500.

How many tickets are still left?

9. Subtract 309 from 524.

10. Subtract 643 from 1924.

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

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m . u

STUDENT NAME

NUMBER

o c . che e r o t r s super

11. Write your own word problems using the numbers given. Set out and solve each problem. (a) 75 – 29

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(b) 405 – 189

17

Primary mathematics: Back to basics

mental addition and subtraction NUMBER

Teacher information Indicators Shows proficiency with mental addition facts.

Shows proficiency with mental subtraction facts.

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

Answers

A

B

C

D

5

4

6

3

7

12

4

2

3

6

8

12

5

12

12

0

7

2

1

9

7

5

11

9

15

9

6

7

10

20

13

3

3

11

5

5

16

10

14

13

1

10

8

6

8

7

1

12

11

15

19

0

10

15

2

14

4

8

7

7

2

15

3

11

13

16

5

3

14

11

15

4

1

17

4

5

4

5

10

10

9

13

18

9

5

4

10

11

1

13

2

0

6

1

16

ew i ev Pr

Teac he r

Mentally adding one- and two-digit numbers with addend to 11 Mentally subtracting one- and two-digit numbers with answers less than 10

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6

16 2 1 3

Primary mathematics: Back to basics

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mental addition and subtraction NUMBER

A

B

D

9–4=

10 – 6 =

2+4=

6–3=

5+2=

4+8=

8–4=

9–7=

10 – 7 =

9–3=

10 – 2 =

5+7=

3+2=

6+6=

7+5=

10 – 10 =

8–6=

6–5=

4+5=

2+3=

4+7=

9+0=

10 – 1 =

11 – 5 =

2+5=

3+7=

11 + 9 =

6+7=

6–3=

7+4=

9–4=

6 + 10 =

12 – 2 =

11 + 3 =

10 – 9 =

5+5=

4+4=

3+4= 9–2=

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

ew i ev Pr

Teac he r

6+9=

7–4=

11 – 6 =

4+9=

8–2=

–4= 10 – 9 = © R11.

I .

C.Publ i cat i ons6 + 6 = 3+8= 10 + 5 = 11 + 8 = 9–9= •f orr ev i ew pur p osesonl y• 9+1= 7+8= 7–5= 7+7= 6+2=

10 – 6 =

2+6=

5 + 11 =

4+3=

11 – 9 =

6–4=

8–5=

5+6=

11 + 5 =

7–2=

5+9=

12 – 1 =

11 + 4 =

7–6=

11 + 6 =

7–3=

11 – 7 =

10 – 5 =

2+8=

7+3=

2+7=

5+8=

11 + 7 =

5+4=

5+0=

6–2=

4+6=

2+9=

8–7=

7+6=

10 – 8 =

6–6=

4+2=

9–8=

7+9=

w ww

10 – 4 =

4–3=

9–6= 2+2= 8–3=

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. te

10 – 3 =

m . u

STUDENT NAME

C

11 + 4 =

10 + 3 =

11 – 8 =

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19

Primary mathematics: Back to basics

multiplication NUMBER

Teacher information Indicators Solves and records solutions to multiplication problems.

Uses written methods to solve multiplication problems involving twoand three-digit whole numbers by one-digit numbers.

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

Uses knowledge of place value to solve multiplication problems.

Tables Place value Trading

Answers

1. (a) 21 (e) 60 2. (a) 36 3. (a) 363 4. (a) 52 5. (a) 492

(b) (f) (b) (b) (b) (b)

36 28 46 464 102 290

(c) 25 (g) 48 (c) 96 (c) 909 (c) 56 (c) 612

(d) 32 (h) 81 (d) 80 (d) 428 (d) 132 (d) 408

(e) 250 (e) 808 (e) 260 (e) 1120

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Teac he r

Concepts required

6. (a)

21

28

35

42

49

12

18

24

30

36

42

10

15

20

25

30

35

8

12

16

20

24

28

. te

6

9

12

15

18

21

4

6

8

10

12

14

(b)

11

33

55

77

99

121

10

30

50

70

90

110

8

24

40

56

72

88

6

18

30

42

54

66

4

12

20

28

36

44

2

6

10

14

18

22

w ww

14

Primary mathematics: Back to basics

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multiplication NUMBER

1. (a) 3 x 7 =

(b) 4 x 9 =

(d) 8 x 4 =

(e) 10 x 6 =

(g) 6 x 8 =

(h) 9 x 9 =

Teac he r

(f) 7 x 4 =

3. (a) 121 (b) x 3

232 (c) 303 (d) 214 (e) 404 x 2 x 3 x 2 x 2

4. (a) 26 (b) x 2

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34 (c) 28 (d) 44 (e) 52 x 3 x 2 x 3 x 5

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C .Publ i cat i ons 5. (a) 123 (b) 145 (c) 204 (d) 136 (e) 280 • f o r r e v i e w p u r p o s e s o n l y x 4 x 2 x 3 x 3 •x 4

m . u

STUDENT NAME

23 (c) 32 (d) 40 (e) 50 x 2 x 3 x 2 x 5

(c) 5 x 5 =

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

2. (a) 12 (b) x 3

w ww

6. Complete the following grids. (a)

7

6 5

. te

4

(b)

11

o c . che e r o t r s super 10 8 6

3

4

2

2

x

R.I.C. Publications®

2

3

4

5

www.ricpublications.com.au

6

7

x

21

1

3

5

7

9

11

Primary mathematics: Back to basics

multiplication problems NUMBER

Teacher information Indicators Calculates and solves multiplication word problems.

Uses place value knowledge to solve multiplication problems.

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

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

Tables Place value Trading Problem solving

Answers

36 shirts 45 DVDs 56 pieces 60 roses 84 books 268 pages 217 students 108 plants 900 stickers 1820 people (a) Teacher check word problem.

3 x 202 = 606 (b) Teacher check word problem.

155 x 2 = 310

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Teac he r

Concepts required

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multiplication problems 2. Darcy, Malik and Blake each had 15 DVDs. How many DVDs were there altogether?

3. Four bags of chocolates each have 14 pieces. How many pieces are there altogether?

4. If there are 12 roses in one bunch, how many are there in five bunches?

Teac he r

1. Four netball teams ordered new shirts. If there were nine girls in each team, how many shirts were ordered?

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

5. Three shelves of books each held 28 books. How many books were there altogether?

6. Two magazines each have 134 pages. How many pages do they have altogether?

7. Seven classes each had 31 students.

How many students were there altogether?

8. Eighteen rows each have six plants. How many plants are there altogether?

9. How many stickers are there in total if each box contains 225 stickers and there are four boxes altogether?

10. A play had an attendance of 260 people each night over one week.

How many people attended in total?

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

w ww

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m . u

STUDENT NAME

NUMBER

o c . che e r o t r s super

11. Write your own word problems using the numbers given. Set out and solve each problem. (a) 3 x 202 (b) 155 x 2

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Primary mathematics: Back to basics

division NUMBER

Teacher information Indicators Solves and records solutions to division problems.

Calculates division problems with remainders.

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

1. (a) (b) (c) (d)

ew i ev Pr

Teac he r

Sharing Tables Remainders Relationship between multiplication and division number sentences

Answers two groups of four three groups of three four groups of three five groups of three

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• (b) 4 (f) 5

(c) 7 (g) 10

(d) 5 (h) 7

3. (a) 11

(b) 12

(c) 8

(d) 8

w ww

4. (a) (b) (c) (d) (e)

18, 28, 24, 45, 42,

5. (a) 4 r 1 (d) 5 r 4

. te

18 ÷ 6 = 3, 28 ÷ 4 = 7, 24 ÷ 3 = 8, 45 ÷ 5 = 9, 42 ÷ 7 = 6,

18 ÷ 3 = 6 28 ÷ 7= 4 24 ÷ 8 = 3 45 ÷ 9 = 5 42 ÷ 6 = 7

(b) 4 r 4 (e) 4 r 3

(c) 7 r 1 (f) 6 r 5

o c . che e r o t r s super

6. (a) 7 r 1 (d) 11 r 2

Primary mathematics: Back to basics

(e) 11

m . u

2. (a) 2 (e) 7

(b) 4 r 2 (e) 4 r 2

24

(c) 9 r 3

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division NUMBER

(a) two groups.

(b) three groups.

(c) four groups.

(d) five groups.

(b) 12 ÷ 3 =

(c) 14 ÷ 2 =

(d) 20 ÷ 4 =

(e) 28 ÷ 4 =

(f) 30 ÷ 6 =

(g) 50 ÷ 5 =

(h) 49 ÷ 7 =

Teac he r

2. (a) 4 ÷ 2 =

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

3. (a) 2 22

(b) 3 36

(c) 3 24

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(d) 4 32

(e) 5 55

© R. I .

C.Publ i cat i ons 2 x 5 = 10 10 ÷ 2 = 5 10 ÷ 5 = 2 •f orr evi ew pur posesonl y•

4. Write two division problems for each multiplication problem; e.g.

(a) 6 x 3 =

(b) 4 x 7 =

w ww

(c) 3 x 8 =

. te

(d) 5 x 9 = (e) 7 x 6 =

m . u

STUDENT NAME

1. Share the amounts into:

o c . che e r o t r s super

5. Complete each division problem, including the remainder; e.g. 7 ÷ 2 = 3 r 1.

(a) 13 ÷ 3 =

(d) 29 ÷ 5 =

r

(b) 24 ÷ 5 =

r

(c) 22 ÷ 3 =

r

r

(e) 19 ÷ 4 =

r

(f)

r

47 ÷ 7 = 7 r1

6. Complete each division problem, including the remainder; e.g.

2 15

(e) 7 30

(a) 3 22

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(b) 6 26

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(c) 4 39

25

(d) 5 57

.

Primary mathematics: Back to basics

division problems NUMBER

Teacher information Indicators Calculates and solves division word problems.

Uses place value knowledge to solve division problems.

r o e t s Bo r e p ok u S Tables Sharing Place value Remainders Problem solving

Answers

1. five pencils 2. eight apples 3. 11 students 4. three slices 5. 24 students 6. 12 flowers 7. 12 books 8. seven each with two left 9. 12 biscuits 10. nine pages 11. (a) Teacher check word problem.

56 ÷ 8 = 7 (b) Teacher check word problem.

62 ÷ 6 = 10 r 2

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Teac he r

Concepts required

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Primary mathematics: Back to basics

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R.I.C. Publications®

division problems 2. Alice shared 32 apples among four bags. How many apples were in each bag?

3. Sixty-six students were sitting in six equal rows. How many students were in each row?

4. Two pizzas provide 24 slices altogether.

How many slices are there each for eight people?

Teac he r

1. There are 35 pencils to share between seven children. How many pencils will each child get?

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

5. Forty-eight students travelled on two buses. How many students were there on each bus?

6. Sixty flowers are shared equally among five vases.

How many flowers are there in each vase?

7. Eighty-four books were divided equally among seven shelves. How many books were on each shelf?

8. Four friends shared 30 lollies. How many did each receive?

How many were left?

9. If there are 108 biscuits in nine packets, how may biscuits are there per pack?

10. A book has 63 pages divided into seven equal chapters. How many pages are in each chapter?

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

w ww

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m . u

STUDENT NAME

NUMBER

o c . che e r o t r s super

11. Write your own word problems using the numbers given. Set out and solve each problem. (a) 56 ÷ 8

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(b) 62 ÷ 6

27

Primary mathematics: Back to basics

mental multiplication and division NUMBER

Teacher information Indicators Shows proficiency with mental multiplication facts.

Shows proficiency with mental division facts.

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

Answers

A

B

C

D

4

54

9

6

5

10

56

8

12

9

16

10

10

10

2

24

27

36

16

7

6

16

7

28

8

8

24

7

9

6

8

7

48

4

80

30

20

64

8

3

9

10

2

25

12

9

15

3

5

35

7

32

24

18

4

10

10

5

40

14

12

60

6

4

2

42

20

7

30

9

21

3

8

2

5

2

40

32

20

15

8

4

4

6

18

12

48

40

9

3

30

36

18

72

3

ew i ev Pr

Teac he r

Mental multiplication up to and including eight times table Mental division by 2, 3, 4, 5, 7 and 10

w ww

. te

9

24 6 10 5

Primary mathematics: Back to basics

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Mental multiplication and division NUMBER

A

2x2=

C

D

6x9=

36 ÷ 4 =

60 ÷ 10 =

25 ÷ 5 =

70 ÷ 7 =

8x7=

4x4=

50 ÷ 5 =

6x2=

40 ÷ 4 =

3x3=

2x4=

r o e t s Bo r e p ok u S 100 ÷ 10 =

14 ÷ 7 =

4x9=

49 ÷ 7 =

8x2=

35 ÷ 5 =

32 ÷ 4 =

21 ÷ 3 =

90 ÷ 10 =

2x3=

24 ÷ 3 =

20 ÷ 5 =

8 x 10 =

2 x 10 =

8x8=

56 ÷ 7 =

45 ÷ 5 =

5x2=

6x3=

12 ÷ 3 =

20 ÷ 2 =

3x9=

42 ÷ 7 = 4x2=

Teac he r

6x8=

2x8=

6x4=

8÷4=

3x8=

4x7=

ew i ev Pr 28 ÷ 4 =

6x5=

30 ÷ 10 =

5x5=

63 ÷.

7C =. l 3c xa 5 =t 9÷3= © R .

I Pub i i ons 50 ÷ 10 = 5x7= 70 ÷ 10 = 8x4= •f orr e vi ew pur poseson l y•

3x4=

4x6=

20 ÷ 4 =

18 ÷ 2 =

4x3=

6 x 10 =

28 ÷ 7 =

20 ÷ 10 =

w ww

30 ÷ 3 =

8x3=

24 ÷ 4 =

2x5=

35 ÷ 7 = 10 ÷ 5 =

5x3=

. te

5x8=

2x7=

m . u

STUDENT NAME

B

30 ÷ 5 =

6x7=

o c . che e r o t r s super

5x4=

14 ÷ 2 =

5x6=

27 ÷ 3 =

3x7=

21 ÷ 7 =

16 ÷ 2 =

6÷3=

15 ÷ 3 =

4x8=

8x5=

4x5=

80 ÷ 10 =

16 ÷ 4 =

40 ÷ 10 =

18 ÷ 3 =

4 x 10 =

40 ÷ 5 =

15 ÷ 5 =

3 x 10 =

12 ÷ 4 =

6x6=

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3x6=

2x9=

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29

2x6=

8x9=

8x6=

Primary mathematics: Back to basics

fractions NUMBER

Teacher information Indicators Identifies and shows knowledge of simple fractions.

Adds and subtracts fractions with common denominators.

Identifies equivalent fractions.

r o e t s Bo r e p ok u S Fractional parts Common denominators Equivalent fractions

Answers

1. (a) 1 4 2. (a) 3 4

(b) 2 3 (b) 3 5

(c) 3 8 (c) 5 6

3. (a) 2 8

(b) 1 4

(c) 3 10

(d) 4 8

(e) 3 4

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Teac he r

Concepts required

w ww

4. (a) 1 = 2 = 3 = 4 = 5 = 6 = 8 = 10 2 3 4 5 6 8 10 1 2 3 4 5 (b) = = = = 2 4 6 8 10 (c) 1 = 2 3 6 1 (d) = 2 4 8 (e) 1 = 2 5 10 (f) 2 = 4 3 6 3 (g) = 6 5 10 (h) 3 = 6 8 4

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Primary mathematics: Back to basics

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fractions NUMBER

1. What fraction of each shape is shaded?

(a)

(b)

(c)

(d)

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

(e)

2. Shade the shapes to solve the addition problems.

1 2 + = 4 4

Teac he r

(a)

2 1 + = 5 5

(b)

(c)

3. Shade the shapes to solve the subtraction problems.

(a)

5 3 – = 8 8

3 2 – = 4 4

(b)

3 2 + = 6 6

ew i ev Pr

7 4 (c) 10 – 10 =

© R. I .

C.Publ i cat i ons •f e orr e vi ew pur pos sonl y•

4. Use the diagram to help you find equivalent fractions.

1

w ww

1 2 1 3 1 4 1 5 1 6 1 8 1 10

. te 2 = 2

m . u

STUDENT NAME

o c . che e r o t r s super

(a) 1 =

(b)

1 2 = = 2 4

(c)

1 = 3

(d)

1 = 4

(e)

1 = 5

(f)

2 = 3

(g)

3 = 5

(h)

3 = 4

R.I.C. Publications®

=

=

=

www.ricpublications.com.au

=

=

=

=

31

Primary mathematics: Back to basics

decimals NUMBER

Teacher information Indicators Adds and subtracts decimals to one decimal place.

Identifies equivalent fractions and decimals.

r o e t s Bo r e p ok u S Whole numbers and parts of whole numbers Addition and subtraction, with trading Place value Equivalent fractions and decimals

Answers

1. (a) 5.7 (f) 33.7 (k) 9

(b) 6.9 (g) 56.6 (l) 12.1

(c) 7.7 (h) 71.7 (m) 17.1

(d) 9.9 (i) 79.9 (n) 38.1

(e) 11 (j) 89.8 (o) 68.4

2. (a) 4.1 (f) 11.1 (k) 6.8

(b) 4.4 (g) 12.2 (l) 3.2

(c) 1.1 (h) 12.7 (m) 11.6

(d) 2.2 (i) 30 (n) 30.7

(e) 2 (j) 10.1 (o) 18.7

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Teac he r

Concepts required

© R. I .

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

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4. Teacher check

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Decimals NUMBER

1. Add the following decimals.

(a) 3.1 (b) 4.8 (c) 5.2 (d) 8.1 (e) 9.1 + 2.6 + 2.1 + 2.5 + 1.8 + 1.9

(f) 12.4 (g) 24.5 (h) 31.4 (i) 50.8 (j) 38.4 + 21.3 + 32.1 + 40.3 + 29.1 + 51.4

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

Teac he r

9.5 (m) 10.5 (n) 25.9 (o) 40.8 + 2.6 + 6.6 + 12.2 + 27.6

2. Subtract the following decimals.

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(a) 6.2 (b) 8.9 (c) 7.4 (d) 9.5 (e) 8.4 – 2.1 – 4.5 – 6.3 – 7.3 – 6.4

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C.Publ i cat i ons

•f orr evi e w pur p oseso nl y•

(f) 21.4 (g) 33.4 (h) 58.9 (i) 71.8 (j) 60.5 – 10.3 – 21.2 – 46.2 – 41.8 – 50.4

(k) 9.4 (l) – 2.6

8.1 (m) 14.4 (n) 52.4 (o) 40.2 – 4.9 – 2.8 – 21.7 – 21.5

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3. Shade the shapes to show the decimal amount 1.5.

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STUDENT NAME

(k) 6.2 (l) + 2.8

4. Shade the shapes to show the decimal amount 2.4.

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Primary mathematics: Back to basics

Money NUMBER

Teacher information Indicators Identifies and uses knowledge of coins and currency notes.

Calculates addition and subtraction problems in a monetary context.

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

Answers

1. (a) 10

(b) 20

(c) 30

(d) 100

2. (a) 5

(b) 12

(c) 25

(d) 100

3. (a) 5

(b) 7

(c) 10

(d) 50

4. (a) $8.00

(b) $5.50

(c) $3.75

(d) $1.05

5. (a) $10.00

(b) $4.50

(c) $10.05

(d) $15.75

6. (a) $35.75

(b) $36.00

(c) $36.50

(d) $200.99

7. (a) $7.20

(b) $6.36

(c) $12.80

(d) $32.25

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Teac he r

Identification of coins and currency notes Calculating change from given amounts Addition and subtraction of decimals, with trading

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

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8. Teacher check – combinations will vary.

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Money NUMBER

1. How many 5c coins are required to make the following amounts?

(a) 50c

(b) $1.00

(c) $1.50

(d) $5.00

2. How many 20c coins are required to make the following amounts?

(a) $1.00

(b) $2.40

(c) $5.00

(d) $20.00

3. How many $2 coins are required to make the following amounts?

(a) $10.00

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

(b) $14.00

(c) $20.00

(d) $100.00

4. How much change from $10.00 do I have if I spend the following amounts?

Teac he r

(a) $2.00

(b) $4.50

(c) $6.25

(d) $8.95

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5. How much change from $20.00 do I have if I spend the following amounts?

(a) $10.00

(b) $15.50

(c) $9.95

6. Add the following amounts.

(a)

$10.50 (b) $15.10 (c) + $25.25 + $20.90

(d) $4.25

$25.95 (d) + $10.55

$105.00 + $95.99

© R. I .

C.P ubl i cat i o ns 7. Subtract ther following amounts.

•f o r evi ew pur posesonl y•

(a)

$9.55 (b) – $2.35

$8.85 (c) – $2.49

$25.55 (d) $55.00 – $12.75 – $22.75

w ww

m . u

STUDENT NAME

8. Write your own maths sums to make the following amounts.

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(a) $4.25

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(b) $25.50

(c) $105.75

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Primary mathematics: Back to basics

money problems NUMBER

Teacher information Indicator Selects appropriate operations to solve word problems involving money.

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

Answers

1. $11.95 2. $91.00 3. $16.50 4. $11.00

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Teac he r

Addition, subtraction, multiplication and division of whole numbers and decimals, with trading Place value Problem solving

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C.Publ i cat i ons •f orr evi ew pur posesonl y• 5. $10.00 6. $46.50

7. (a) $60.00 (b) $40.00

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8. (a) $28.25 (b) $21.75

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9. Teacher check 10. Teacher check

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money problems 2. Jasmine saved $25.50. If she already had $65.50 in her bank account, what is her new total?

3. Maddison took $20 to the movies and came home with $3.50. How much did she spend?

4. Kelly and Zada each have $5.50. How much do they have altogether?

Teac he r

1. Kim spent $5.75 and Aiden spent $6.20.

How much did they spend altogether?

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

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5. Three children shared $30 equally.

How much did each receive?

6. If one book costs $15.50, how much are three books?

7. Sam receives $15 a week in pocket money.

8. Sacha spent the following amounts: $5.50, $10.25 and $12.50.

© R. I .

C.Publ i cat i ons (a) • Howf much ordoes r evi ew pur posesonl y• he receive in one month?

(a) What was the total amount?

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(b) If he is saving to buy something that costs $100, how much more does he need after one month?

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(b) How much change does she have from $50?

m . u

STUDENT NAME

NUMBER

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9. Write your own word problems using the amounts given. Set out and solve each problem. (a) $3.50, $6.15, $5.95

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37

(b) $75, $25.50

Primary mathematics: Back to basics

number sentences and patterns NUMBER

Teacher information Indicators Identifies and applies rules for number sequencing patterns.

Constructs and solves number sentences.

Recognises and writes missing components in number sentences.

r o e t s Bo r e p ok u S Number sentence structure Use of +, x, –, ÷, = signs Rules and patterns

Answers

1. (a) 1, 3, 5, 7, 9, 11, 13 (c) 5, 10, 15, 20, 25, 30, 35 (e) 4, 8, 12, 16, 20, 24, 28

(b) 2, 4, 6, 8, 10, 12, 14 (d) 3, 6, 9, 12, 15, 18, 21 (f) 10, 20, 30, 40, 50, 60, 70

2. The true numbers sentences are: (a), (c), (d), (f), (j), (k).

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Teac he r

Concepts required

(b) 10 (f) 9

(c) 3 (g) 11

(d) 30 (h) 25

4. Examples—answers may vary: (a) 10 + 10 (b) 40 – 20 (c) 4 x 5

(d) 40 ÷ 2

5. Examples—answers may vary: (a) 25 + 20 (b) 50 – 5 (c) 9 x 5

(d) 90 ÷ 2

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6. (a) + (g) +

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Primary mathematics: Back to basics

(b) x (h) –

(c) – (i) –

(d) ÷ (j) +

(e) ÷ (k) x

(f) x (l) ÷

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Number sentences and patterns NUMBER

1. Continue the number patterns.

(a) 1, 3, 5,

,

,

,

(c) 5, 10, 15

,

,

,

(e) 4, 8, 12,

,

,

,

(b) 2, 4, 6,

,

,

,

(d) 3, 6, 9,

,

,

,

(f) 10, 20, 30,

,

,

,

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

(a) 4 + 8 = 12

(b) 7 + 5 = 13

(c) 10 + 5 = 15

(d) 15 + 5 = 20

(e) 12 – 5 = 9

(f) 13 – 3 = 10

(g) 15 – 6 = 8

(h) 21 – 9 = 7

(i) 7 x 3 = 18

(k) 9 x 2 = 18

(l) 6 x 0 = 6

Teac he r

(j) 5 x 5 = 25

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3. Complete these number sentences to make them true.

(a) 8 + 8 =

(c) 8 x

(e)

(b) 20 –

= 24

(d)

= 10 + 20 = 50

(f) b xa 5t = 45 © R. I .

C.Pu l i c i ons (g) • 66 ÷f =r 6 e (h) r 50 –o = 25 or vi ew pu p se sonl y• ÷ 7 = 4

4. Write four different number sentences that equal 20.

+

w ww

(a) (c)

x

. te

= 20

(b)

–

= 20

= 20

(d)

÷

= 20

5. Write four different number sentences that equal 45.

(a) (c)

+ x

m . u

STUDENT NAME

2. Tick (3) the number sentences that are true.

o c . che e r o t r s super = 45

(b)

–

= 45

= 45

(d)

÷

= 45

6. Fill in the missing sign (+, –, x, ÷).

(a) 4

6 = 10

(b) 5

4 = 20

(c) 25

10 = 15

(d) 8

2 = 4

(e) 15

3 = 5

(f) 9

4 = 36

(g) 22

8 = 30

(h) 50

49 = 1

(i) 20

9 = 11

(j) 12

12 = 24

(k) 8

8 = 64

(l) 40

4 = 10

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Primary mathematics: Back to basics

lines and angles SPACE

Teacher information Indicators Recognises and represents 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 objects drawn.

2. Teacher check lines are identified.

3. Teacher check angles are identified. (a) 4 (b) 3 (c) 0 (e) 5 (f) 8 (g) 4

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Teac he r

Knowledge of lines: straight, curved, zigzag, horizontal, vertical, diagonal, parallel, perpendicular, intersecting Knowledge that angles occur where two lines meet

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Primary mathematics: Back to basics

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(d) 4 (h) 0

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lines and angles SPACE

1. Draw objects that contain the following types of lines. straight line

curved line

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

diagonal line

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Teac he r

horizontal line

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

parallel lines

perpendicular lines

intersecting lines

(a)

(b)

(c)

(d)

(e)

(f)

(g)

(h)

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3. Mark all the angles on each shape. Write the total.

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STUDENT NAME

zigzag line

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2. Use a coloured pencil to show each type of line in the boxes above.

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41

Primary mathematics: Back to basics

2-D shapes SPACE

Teacher information Indicators Recognises, names and represents 2-D shapes.

Identifies properties of 2-D shapes.

Classifies 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 Grouping according to straight and curved lines on shapes

Materials needed Coloured pencils

Answers

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Teac he r

Concepts required

4

4

(b) triangle

3

3

(c) pentagon

5

5

4

4

4

4

8

8

1

0

(d) trapezium

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(e) rectangle (f) octagon

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(g) circle

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C.Publ i cat i ons •f orr evi ew pur posesonl y• 1. (a) square

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(h) hexagon (i) oval

6 1

6 0

2. Suggested answers: (a) Shapes with straight lines.

(b) Shapes with curved lines.

Primary mathematics: Back to basics

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2-D shapes SPACE

1. Complete the table.

Name (a)

Shape

Edges

Corners

square

(b) (c)

5

trapezium

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Teac he r

(d) (e) (f)

(g)

8

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C.Publ i cat i ons (h) •f orr evi ew pur poseson6l y• circle

(i)

m . u

STUDENT NAME

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

w ww

2. Sort the shapes into two different groups. Shade each group a different colour.

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Name the groups you chose: (a)

(b) R.I.C. Publications®

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Primary mathematics: Back to basics

3-D shapes SPACE

Teacher information Indicators Recognises, 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. (a) (b) (c) (d) (e) (f) (g) (h)

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Teac he r

Recognition of 3-D shapes Finding faces, edges and vertices on 3-D shapes Identifying 2-D shapes within 3-D shapes

Materials needed Coloured pencils

Answers cube cylinder square pyramid sphere rectangular prism cone triangular prism rectangular pyramid

6 3 5 1 6 2 5 5

12 2 8 0 12 1 9 8

8 0 5 0 8 1 6 5

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2. Teacher check shading of 2-D shapes. (a) square (b) circle (c) square, triangle (d) circle (e) rectangle, square (f) circle (g) triangle, rectangle (h) rectangle, triangle

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3. Answers will vary

Primary mathematics: Back to basics

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3-D shapes SPACE

1. Complete the table. Choose answers from the box below.

Name

Shape

Faces

Edges

Vertices

(a)

(b)

Teac he r

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(d)

(e)

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

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(h)

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STUDENT NAME

(c)

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

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triangular prism

cylinder

sphere

cone

rectangular prism

cube

rectangular pyramid

square pyramid

2. Use different colours to shade the 2-D shapes in each 3-D shape.

3. Name an object shaped like: a cube.

a cylinder.

a rectangular prism.

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Primary mathematics: Back to basics

perspective and transformations SPACE

Teacher information Indicators Draws shapes to match corresponding net.

Draws tessellating shapes.

Draws shapes that flip, slide and turn.

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

1. (a)

Understands how shapes tessellate Identifies nets that make up 3-D shapes Changes shapes by flipping, sliding and turning

Answers (b)

(c)

(d)

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Teac he r

Concepts required

© R. I .

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

Tessellating shapes fit together without any gaps or overlapping.

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3. (a)

(b)

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(c)

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4. Teacher check reflected letters.

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perspective and transformations SPACE

(a)

(c)

(b)

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

Teac he r

2. Use triangles to make a tessellating pattern.

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© R. I .

C.Publ i cat i ons 3. Complete the table.

•f oShape rr evi ewFlip pur pose sonl y• Slide Turn

(a)

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STUDENT NAME

1. Draw the shape to match each net.

(b)

(c)

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4. (a) Use block capitals to write your initials. (b) Draw the reflection of each letter.

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Primary mathematics: Back to basics

Symmetry SPACE

Teacher information Indicators Draws lines of symmetry on two- and three-dimensional objects.

Draws objects to show symmetry.

Completes pictures to show symmetry.

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

Materials needed Ruler

Answers

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Teac he r

Understands a line of symmetry divides a shape or object into two equal halves.

Understands there may be more than one line of symmetry.

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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

m . u

1. Teacher check 2. Teacher check 3. Teacher check

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Symmetry SPACE

Teac he r

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

2. Sketch three household objects that are not symmetrical.

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© R. I .

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

w ww

. te

3. Complete these pictures so they are symmetrical.

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R.I.C. Publications®

m . u

STUDENT NAME

1. Sketch six household objects. Draw a line of symmetry through each. Shade the objects that have more than one line of symmetry.

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Primary mathematics: Back to basics

Directions and position SPACE

Teacher information Indicator Follows directions and uses conventional location language.

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

Materials needed Coloured pencils

Answers

1. Teacher check correct locations.

2. Teacher check completed drawing.

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Teac he r

Locational language such as: in front of, next to, opposite, left, right, middle, above, below, between and behind

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Primary mathematics: Back to basics

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directions and position

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•

1. Use the direction and position words to describe the picture.

w ww

(a) The coffee table is in front of the (b) The (c) The (d) The

(e) The

(f) The

(g) The

. te

m . u

STUDENT NAME

SPACE

.

is next to the

.

o c . che e r o t r s super is opposite the

.

is to the left of the

.

is to the right of the

.

is in the middle of the

.

is above the

.

(h) The

is below the

.

(i) The

is between the

(j) The

is behind the

. .

2. Draw a cushion on the middle of the sofa, a foot stool in front of the chair and a cat next to the coffee table.

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Primary mathematics: Back to basics

maps and grids SPACE

Teacher information Indicators Uses grid references to locate or draw objects.

Uses compass points for location and direction.

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

Answers

1. (a) triangle (d) cube (g) Teacher check

(b) A7 (e) F6 (h) D2

(c) Teacher check (f) Teacher check

2. (a) Tasmania (d) north-east

(b) Northern Territory (e) Western Australia

(c) Victoria (f) Teacher check

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Teac he r

Coordinates Compass directions Identification of Australian states

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maps and grids SPACE

1. Use the grid to answer the questions.

(a)

What will you find at B1?

8

Teac he r

(b) 7

6

(c) 5

(d) 4

3

(e)

Where is the cone?

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

Draw a square at D8.

What will you find at C5?

Where is the pentagon?

2

1

A

B

C

D

E

F

G

H

I

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(f)

Draw a rectangle at G5.

(g)

Draw an oval at H2.

(h)

Where is the octagon?

2. Use the map and compass to answer the questions.

© R. I .

C.Publ i cat i ons (a) Label the most southern state.

•f orr evi ew pur posesonl y• (b) The

is north of South Australia.

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(c) Which state is directly south of New South Wales?

. te

Queensland

Western Australia

South Australia

o c . che e r o t r s super

(d) Describe the location of Queensland.

Northern Territory

m . u

STUDENT NAME

New South Wales

Victoria

(e) Which state is located in the west?

(f) Draw a crocodile in the north-west and a dolphin in the north-east.

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53

Primary mathematics: Back to basics

Length MEASUREMENT

Teacher information Indicators Identifies formal measurement units.

Estimates length in cm and m.

Finds equivalent measures.

Uses a ruler to measure length.

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

Formal measurement units – mm, cm, m and km Proficient use of a ruler to draw and measure in mm and cm Equivalent units of length

Materials needed Ruler

Answers

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Teac he r

Concepts required

2. (a) 10 mm (d) 2 m

(b) 100 cm (e) 5 cm

(c) 1000 m (f) 5000 m

3. (a) cm (d) km

(b) mm (e) m

(c) cm

4. Teacher check

w ww

5. Answer will vary: ruler, tape measure, handspan, feet, string, car odometer.

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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• 1. Answers will vary

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Length MEASUREMENT

Teac he r

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

cm

2. Complete the conversion questions.

(a)

(b)

m

ew i ev Pr

3. Would you measure the following in mm, cm, m or km?

mm = 1 cm

(a) glue stick

(b) paperclip

cm = 1 m

© R. I .

C.Publ i cat i ons

(c) new pencil (d) • 200f cm mi o=rr ev ew pur p s eso nl y• o (d) distance from

(e) 50 mm =

m = 1 km

(f) 5 km =

w ww

(c)

(c) 84 mm

m

Sydney to New York

cm

m

(e) a car

m . u

STUDENT NAME

1. Draw and label two objects around your house that you would use centimetres to measure and two objects you would use metres to measure. Write an estimate for the length of each object.

4. Use a ruler to draw lines that measure each amount in length.

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(a) 2 cm

o c . che e r o t r s super (b) 5.5 cm

(d) 13 mm

5. Draw and label five items you could use to measure length.

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Primary mathematics: Back to basics

perimeter MEASUREMENT

Teacher information Indicators Uses a ruler to measure perimeter.

Uses a ruler to draw shapes with specified perimeters.

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

Materials needed Ruler

Answers

1. (a) 12 cm (f) 9 cm

(b) 8 cm (g) 10 cm

(c) 9 cm (h) 16 cm

(d) 14 cm

(e) 16 cm

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Teac he r

Knowledge that perimeter is the distance around a shape Proficient use of a ruler to measure in cm Basic addition skills

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2. Teacher check

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perimeter MEASUREMENT

1. Use a ruler to measure the perimeter of each shape. (a)

P=

P=

cm

P=

cm

(e)

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

(d)

(c)

P=

cm

(f)

P=

(g)

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(b)

cm

(h)

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P=

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cm

P=

cm

2. Use a ruler to draw a shape with a perimeter of:

P=

cm

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(a) 10 cm. (b) 18 cm.

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Primary mathematics: Back to basics

area MEASUREMENT

Teacher information Indicators Measures the area of shapes by counting squares.

Draws shapes with specified measurements.

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

1. (a) 6 cm2

Materials needed Ruler

Answers (b) 8 cm2

2. Teacher check shapes. (a) 9 cm2 (b) 10 cm2

(c) 5 cm2

(d) 15 cm2

(c) 36 cm2

(d) 16 cm2

(e) 26 cm2

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Knowledge that area is the space inside a shape

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area MEASUREMENT

1. Count the squares to find the area of each shape. (a)

(b) A=

A=

cm2

cm2

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

A=

cm

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2

A=

cm2

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2. Draw each shape on the empty grid and write each shape’s area.

(a) Square with 3 cm sides

(b) Rectangle with 5 cm and 2 cm sides

A=

A= © R. I .

C.Publ i cat i ons (c) Rectangle with 12 cm and 3 cm sides A = •f orr evi ew pur pAo sesonl y• (d) Square with 4 cm sides =

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STUDENT NAME

A=

cm2

(d)

(c)

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Primary mathematics: Back to basics

volume and capacity MEASUREMENT

Teacher information Indicators Identifies formal measures of volume and capacity.

Orders the capacity of items in millilitres and litres.

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

1. (a) mL (d) mL

Answers (b) L (e) mL

(c) L (f) L

2. Answers will vary 3. five

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Teac he r

Knowledge of formal measurement units – millilitres and litres Equivalent units Ordering

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4L 2L 1.5 L 1L 500 mL 375 mL 300 mL 200 mL

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5. Paint Bucket Juice Milk Water Fizz Yoghurt Cream

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Volume and capacity MEASUREMENT

1. Would you best measure the following in litres (L) or millilitres (mL)?

(a) one dose of medicine

(b) water from a shower

(c) water in a swimming pool

(d) small water bottle

(e) glass of water

(f) petrol to fill a car

2. Draw and label two objects in your home that are measured in:

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

Teac he r

(b) millilitres.

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C.Publ i cat i onsare needed to are needed to 4. How many •f orr evi ew pur posesonl y•

3. How many

make one litre?

make two litres?

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5. Order the capacity of the containers from largest to smallest.

Container

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STUDENT NAME

(a) litres.

Capacity

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Primary mathematics: Back to basics

mass MEASUREMENT

Teacher information Indicators Identifies formal units of measuring mass.

Orders given measurements in kilograms.

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

Material needed Calculator

Answers

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Knowledge of formal measurement units – grams and kilograms Identification of heaviest and lightest measurements Use of a calculator Rounding

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2. Answers will vary 3. (a) Lisa (b) Minh (c) Alessandra (d) Olivia, Minh, Paige, Alessandra, Chloe, Lisa (e) 299 kg 4. (a) 20 g

(b) 60 g

(c) 40 g

(d) 100 g

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(b) 2 kg

(c) 3 kg

(d) 25 kg

5. (a) 1 kg

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C.Publ i cat i ons •f orr evi ew pur posesonl y• 1. (a) grams (b) kilograms (c) kilograms (d) grams (e) grams (f) kilograms

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Mass MEASUREMENT

1. Would you best measure the following in grams (g) or kilograms (kg)?

(a) five pencils

(b) a car

(c) yourself

(d) an apple

(e) loaf of bread

(f) sofa

2. Draw and label two objects in your home that are measured in:

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

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kilograms.

(b)

grams.

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Name Weight (kg) © R .

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P u b l i c a t i o n s

(a) Who is the lightest?

Paige 50 •f Minh 52 orr evi ew pur pos esonl y• 3. Use the table to answer the questions.

(b) Who is the second heaviest?

55

Alessandra

49

Chloe

48

(c) Who is the third lightest?

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Olivia

Lisa

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(d) Write the names in order from heaviest to lightest.

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STUDENT NAME

(a)

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(e) Use a calculator (or work out on paper) to find the total mass of the six girls.

kg

4. Round the amounts to the nearest 10 grams.

(a) 21 g

(b) 59 g

(c) 35 g

(d) 98 g

5. Round the amounts to the nearest 1 kilogram.

(a) 1.2 kg

(b) 1.5 kg

(c) 2.9 kg

(d) 25.1 kg

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Primary mathematics: Back to basics

angles MEASUREMENT

Teacher information Indicator Identifies and orders angles.

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

Materials needed ruler coloured pencils

Answers

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An angle is where two lines meet and is measured by the amount of space between the lines.

Types of angles – 90°, 180°, 360° Ordering Drawing right angles

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C.Publ i cat i ons •f orr evi ew pur posesonl y• 1. (a) The right angle is angle (i). (b) The 180° angle is angle (iii). (c) The 360° angle is angle (vi). (d) Trace angles (iii), (iv) and (vi). (e) Trace angles (ii) and (v). (f) (vi), (iii), (iv), (i), (ii), (v) 2. Answers will vary Teacher check right angles are marked.

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angles MEASUREMENT

1. Look at the angles and answer the questions.

Teac he r

(ii)

(iv)

(iii)

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

(vi)

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(b) Label the 180° angle.

(c) Label the 360° angle.

(d) Use red to trace the angles greater than a right angle.

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C.Publ i cat i ons f o r e vi ew pur posesonl y• (a) • Label ther right angle.

(e) Use green to trace the angles less than a right angle.

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(f) Order the angles from biggest to smallest.

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STUDENT NAME

(i)

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2. Draw three objects that have at least one right angle. Mark the right angle on each.

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Primary mathematics: Back to basics

periods of time MEASUREMENT

Teacher information Indicators Estimates the length of tasks.

Estimates the timing of activities.

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

Answers

1. Answers will vary 2. Answers will vary 3. Answers will vary 4. (a) 60 minutes (b) 24 hours

(c) seven days

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Teac he r

Identifying time spans of minutes and hours Identifying time spans of morning, afternoon and evening Calculates equivalent minutes, hours, days, weeks

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periods of time MEASUREMENT

1. Write three activities that might take each period of time to complete.

Teac he r

about an hour

a few hours

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

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2. Draw something you might do during each period of the day. morning

afternoon

evening

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STUDENT NAME

a few minutes

3. At about what time dåo you:

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(a) wake up on a Monday?

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(b) have dinner on a Wednesday?

(c) go to bed on a Saturday?

(d) have lunch on a Thursday?

(e) have breakfast on a Sunday?

(f) finish school on a Tuesday?

(g) watch TV on a Friday?

4. (a) How many minutes are in one hour? (b) How many hours are in one day? (c) How many days are in one week?

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Primary mathematics: Back to basics

time MEASUREMENT

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

Identifies specific times.

Calculates equivalent times.

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

Reading clocks Calculating elapsed times Calculating equivalent times – seconds, minutes, hours, days

Answers

1. (a) 3.00 (d) 6.05

(b) 9.30 (e) 7.45

(c) 10.15 (f) 2.20

2. Teacher check 3. Answers will vary depending on current time.

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Concepts required

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C.Publ i cat i ons •f orr evi ew pur posesonl y• 4. (a) 30 min. (b) 45 min. (c) 60 sec.

(d) 48 hr

5. (a) 25 min. (b) 45 min.

(d) 130 min.

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(c) 60 min.

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time MEASUREMENT

1. Write the time shown on each clock face.

Teac he r

(a)

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

(d)

(b)

(c)

(e)

(f)

2. Draw the times on each clock face.

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C.Publ i cat i ons • f orr vi ew pur p o11.15 seso l y•(f) 10.20 (a) 8.30 (b)e 4.00 (c) 12.30 (d) (e)n 5.45

3. (a) Write and draw the exact time it is now. (b) Is it am or pm?

(c) What will be the time in one hour?

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(d) What was the time one hour ago?

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(e) What will be the time in half an hour?

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STUDENT NAME

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(f) What was the time 40 minutes ago?

(g) What will be the time in ten minutes?

(h) What was the time four hours ago?

4. (a) How many minutes are in half an hour?

(b) How many minutes are in three-quarters of an hour?

(c) How many seconds are in one minute?

(d) How many hours are in two days?

5. (a) 15 min. + 10 min. =

min.

(b) 30 min. + 15 min. =

(c) 50 min. + 10 min. =

min.

(d) 2 hrs + 10 min. =

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min. min.

Primary mathematics: Back to basics

calendars MEASUREMENT

Teacher information Indicators Identifies months and seasons.

Interprets information from a calendar.

r o e t s Bo r e p ok u S Knowledge of the months of the year Relationships between months and seasons of the year Representing seasons of the year Using information provided on a calendar Calculating elapsed time in days and weeks Identifying special days

Answers

1. Summer – Autumn – Winter – Spring –

December (31 days) January (31), February (28 or 29) March (31), April (30), May (31) June (30), July (31), August (31) September (30), October (31), November (30)

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Teac he r

Concepts required

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Friday 62 Thursday 15 January five 20 December Wednesday

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2. (a) (b) (c) (d) (e) (f) (g)

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calendars MEASUREMENT

(b) Write the correct months for each season.

(c) Write the number of days for each month.

(d) Draw something to illustrate each season.

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•

2.

M 1 8 15 22 29

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S

7 14 21 28

December T W T 2 3 4 9 10 11 16 17 18 23 24 25 30 31

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F 5 12 19 26

S 6 13 20 27

S

M

4 11 18 25

5 12 19 26

January T W T 1 6 7 8 13 14 15 20 21 22 27 28 29

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STUDENT NAME

1. (a) Label each column a season of the year.

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(a) On what day is 5 December?

(b) How many days are in December and January combined?

(c) What day is New Year’s Day?

(d) What is the date three weeks after Christmas Day?

(e) How many Saturdays are there in January?

(f) What is the date 13 days before 2 January?

(g) What day will 4 February fall on?

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F 2 9 16 23 30

S 3 10 17 24 31

Primary mathematics: Back to basics

timetables MEASUREMENT

Teacher information Indicator Interprets information from a timetable.

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

1. (a) (b) (c) (d) (e) (f) (g) (h) (i) (j)

Answers

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Teac he r

Reading a timetable Calculating elapsed time

11.00 am one hour 30 minutes 1.00 pm four hours one hour 30 minutes 15 hours Session 4 Morning and afternoon tea

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timetables MEASUREMENT

1. Use this timetable to answer the questions below.

Camp program – Day one

6.30 am............ Wake up, shower, dress

1.30 pm............. Session 3

7.30 am............ Breakfast

3.30 pm............. Afternoon tea

8.15 am............ Fitness activity

3.45 pm............. Session 4

8.45 am............ Session 1

6.00 pm............. Dinner

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

10.45 am............ Morning tea

7.00 pm............. Night activity

11.00 am............ Session 2

9.00 pm............. Ready for bed

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1.00 pm............ Lunch

9.30 pm............. Lights out!

(a) What time does Session 2 start?

(g) How long after the night activity ends is lights out?

i (h) How many hours in the day are © R. I .

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(i) Which session is the longest?

(d) What time is lunch?

(c) How long does the fitness activity take?

(b) How much time is allowed between waking up and having breakfast?

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STUDENT NAME

(j) Which two activities are the shortest?

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(e) How long are Sessions 1 and 2 combined?

(f) How much time is set aside for dinner?

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Primary mathematics: Back to basics

chance CHANCE AND DATA

Teacher information Indicators Identifies outcomes from chance events.

Predicts the likelihood of outcomes.

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

Materials needed Coin

Answers

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

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Understands terms such as likely, unlikely, possible, impossible Recording a chance experiment

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chance CHANCE AND DATA

1. Draw a picture to show something that is:

Teac he r

unlikely to happen tomorrow.

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

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2. Toss a coin.

(a) How many flips did you make before a head appeared?

(b) How many flips for a tail?

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C.Publ i cat i ons 3. (a) • Tossf ao coin times and record whether a head (T) comes r10r e vi e w pu r po se(H) sorotail nl y • up.

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(b) How many heads?

How many tails?

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STUDENT NAME

likely to happen tomorrow.

4. Finish the sentences, writing about the likelihood of future events.

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(b) It is impossible that …

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(a) It is possible that …

(c) Next week, I might …

(d) There is no chance I’ll ever …

(e) There is a good chance I will when I’m older.

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Primary mathematics: Back to basics

interpreting Data CHANCE AND DATA

Teacher information Indicator Analyses and interprets given data.

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

Answers

1. (a) (b) (c) (d) (e)

Logan, Lucy, Cooper, Mustaf Emily, Amber Mustaf, Lucy five three (Dylan, Yuan, Alisha)

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

eight three five three 16 spaghetti

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Teac he r

Two-way tables Venn diagrams

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interpreting Data CHANCE AND DATA

1. Use the two-way table to answer the questions.

Dislikes chicken Dylan Mustaf Alisha Lucy Yuan

Likes fish Emily Dylan Yuan Alisha Amber

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

(a) Who dislikes fish?

(b) Who likes chicken and fish?

(c) Who dislikes chicken and fish?

(d) How many dislike chicken?

(e) How many like fish and dislike chicken?

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Dislikes fish Logan Lucy Cooper Mustaf

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2. Students were surveyed to see if they liked spaghetti or a roast for dinner. The results were recorded as a Venn diagram.

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C.Publ i cat i ons •f orr eSpaghetti vi ew pur poseRoast sonl y• Amir

David

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Amy

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Caleb

Natalie

Ruby James

Caitlin

Scarlett

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(a) How many liked spaghetti only?

(b) How many liked both meals for dinner?

(c) How many liked a roast dinner only?

(d) How many more liked spaghetti than a roast?

(e) How many students were surveyed altogether?

(f) What meal did James prefer?

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Blake

Mitchell

Ben

Kate Dylan

Elisa

Jemma

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STUDENT NAME

Likes chicken Emily Amber Logan Cooper

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surveys CHANCE AND DATA

Teacher information Indicator Analyses collected data.

Concepts required

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

1. (a) five (b) Animated (c) Romance (d) 30 (e) Action (f) seven 2. Blue |||| |||| Red |||| || Pink |||| Black || Green |||| |||| ||

3. Questions will vary

9 7 4 2 12 34

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Tallies Tables Writing questions related to specific data

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surveys CHANCE AND DATA

Type of movie

Tally

Total

Comedy

|||| ||||

9

Romance

|

1

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

4

Animated

|||| |||| ||||

14

Scary

||

2

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Action

(a) How many movie categories were there?

(b) What was the most popular type of movie?

(c) What was the least popular?

(d) How many students were surveyed altogether?

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C.Publ i cat i ons f o rofr e vi e ur p osesonl y• (e) • Which type movie didw fourp students select?

(f) How many more students preferred comedy to scary?

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2. Complete the survey table.

Favourite colour

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Blue Red

Pink

Black

Tally

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STUDENT NAME

1. A class of students were surveyed to find out their favourite styles of movie. Use the results to answer the questions.

Total

|||| ||||

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7

|||| ||

Green

12

3. Write three questions about the results.

(a)

(b)

(c)

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Primary mathematics: Back to basics

graphs CHANCE AND DATA

Teacher information Indicator Represents given data on a pictograph and bar graph.

Analyses given data.

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

Answers

1. Teacher check pictograph (a) banana (b) apples and oranges (c) pear (d) four (e) 38 2. Teacher check bar graph.

Questions will vary.

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Teac he r

Knowledge of pictograph and bar graph Writing questions related to specific data

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graphs CHANCE AND DATA

1. Represent the information below as a pictograph. Then answer the questions.

Favourite fruit

Total

Apple

8

Orange

8

Banana

10

Pear Peach

r o e t s Bo r e p ok u S 2

4 6

(a) The most popular fruit is

.

(b) The same number of people liked

and

.

(c)

was the least popular fruit.

(d)

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Teac he r

Pineapple

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C.P ub l i c at i oncompared s to peaches. more people liked apples orr evi ewpeople pur po sesaltogether. onl y• (e) •f were surveyed

2. Represent the information in the table as a bar graph. Write four questions about your bar graph.

Title:

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Sports played Netball

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Football

Basketball Soccer Cricket

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STUDENT NAME

Apple

Total

12

10

8

9

4

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(a)

(b)

(c)

(d)

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