Primary Mathematics - Back to Basics: Book E - Ages 9-10 by Teacher Superstore

RIC-6060 4.3/177

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

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

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In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class teacher checks all URLs before allowing students to access them.

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 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 keys .............................................................

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

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Ordering numbers ............................................................ 2–3 Place value ....................................................................... 4–5 Rounding ........................................................................... 6–7 Addition ............................................................................. 8–9 Addition problems . ...................................................... 10–11 Subtraction ................................................................... 12–13 Subtraction problems . ................................................ 14–15 Mental addition and subtraction . ............................. 16–17 Multiplication . .............................................................. 18–19 Multiplication problems .............................................. 20–21 Division .......................................................................... 22–23 Division problems ........................................................ 24–25 Mental multiplication and division ............................ 26–27 Fractions . ...................................................................... 28–29 Decimals . ...................................................................... 30–31 Percentages ................................................................. 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 Temperature ................................................................. 64–65 Angles ............................................................................. 66–67 Periods of time ............................................................. 68–69 Time ................................................................................ 70–71 Calendars and timetables . ......................................... 72–73

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Chance and data Chance and predictions . ............................................ Data ................................................................................ Tables . ........................................................................... Graphs ...........................................................................

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iii

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 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 provide 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 which includes the following information:

The name of the concept is given.

Indicators show the specific desired outcomes when completing the worksheet.

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Teachers notes page

The name of the related strand is given.

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

Answers are given for all questions on the student page.

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The name of the concept is given.

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

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Student page

The name of the related strand is given.

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

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

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CURRICULUM 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

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Working mathematically

WMS2.1, WMS 2.2, WM S2.4

Number

NS2.1, NS2.2, NS2.3, NS2.4

Measurement Chance and data Space

Algebra

NS2.5, DS2.1

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

Working mathematically

3.1, 3.2

Number

3.6, 3.7, 3.8

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Measurement

3.4, 3.5

Chance and data

3.1, 3.2, 3.3

Space

Algebra

Queensland

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3.12, 3.13, 3.14

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3.10

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

ORDERING NUMBERS NUMBER

TEACHER INFORMATION Indicators Identifies and orders whole numbers to 9999. Reads, writes and orders whole numbers up to five digits. Identifies and uses correct terminology to order whole numbers.

r o e t s Bo r e p ok u S Before and after Ordering from smallest to largest and largest to smallest. Correct usage of less than (<) and greater than (>) signs. Knowledge of numbers to five digits.

Answers

1. (a) 848, 850 (b) 5010, 5012 (g) 14 180, 14 182

(b) 2521, 2523 (e) 8997, 8999 (h) 52 600, 52 602

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Concepts required

12, 17, 34, 55, 61, 79 409, 419, 429, 449, 490, 499 2000, 2111, 2112, 2121, 2212, 2222 2709, 2719, 2791, 4709, 5709, 7709 9919, 9932, 9939, 9941, 9949, 9991

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

89, 76, 51, 27, 20, 14 383, 343, 333, 330, 313, 303 1111, 1101, 1100, 1010, 1001, 1000 7241, 4712, 4271, 2741, 2714, 1427 8500, 8150, 8105, 8050, 8008, 8005

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

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4. (a) 9874, 4789 (c) 9621, 1269 5. (a) < (d) <

Primary mathematics: Back to basics

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(b) 9410, 149 (d) 9854, 4589

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ORDERING NUMBERS NUMBER

1. Write the number that comes before and after. (a)

849

(d)

5011

(g)

14 181

(b)

2522

(c)

4907

(e)

8998

(f)

7000

(h)

52 601

(i)

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49 001

2. Order these sets of numbers from smallest to largest.

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(b) 490, 409, 419, 449, 499, 429

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(b) 333, 303, 343, 313, 383, 330 (c) 1001, 1101, 1111, 1010, 1100, 1000

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STUDENT NAME

(a) 55, 79, 34, 12, 61, 17

(d) 7241, 2741, 1427, 4271, 2714, 4712

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(e) 8050, 8150, 8005, 8500, 8008, 8105

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4. Write the largest and smallest amount possible using each set of numbers; e.g. 2, 4, 6, 8 8642 2468 (a) 7, 4, 9, 8 (c) 6, 2, 1, 9

(b) 1, 0, 4, 9

(d) 5, 4, 9, 8

5. Use > or <. (a) 849

894

(b) 499

409

(d) 1234

1243

(e) 5202

5020

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777 21 212

Primary mathematics: Back to basics

PLACE VALUE NUMBER

TEACHER INFORMATION Indicators Recognises and demonstrates place value. Identifies and represents different forms of the same number.

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Place value to ten thousands. Expanded notation Representing numbers as an addition sum.

Materials needed Calculator

Answers Place value

Expanded form

Meaning

hundreds

3 x 100

300

tens

5 x 10

thousands

3 x 1000

3000

hundreds

6 x 100

600

ten thousands thousands

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tens

2 x 10 000 5 x 1000 7 x 10

5000 70

2. (a) 300, 40 (b) 2000, 3 (d) 600, 40, 4 (e) 9125 (g) 20 000, 1000, 800, 70, 6

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20 000

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ones

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3. (a) ones (6) (b) hundreds (600) (c) ones (6) (d) tens (60) (e) hundreds (600) (f) thousands (6000) (g) ten thousands (60 000) (h) thousands (6000) 4. (a) 42 (b) 65 7 6465 174 665 47 16 645 + 747 + 6 1017 23 846

Primary mathematics: Back to basics

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PLACE VALUE NUMBER

1. Complete the table.

Number

Place value

Expanded form

Meaning

124

tens

2 x 10

(a) 496 (b) 1384 (c) 2652 (d) 3499 (e) 15 679

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(g) 25 000 (h) 77 777

2. Write the missing numbers. (a) 1342 = 1000 +

+ 2

(b) 2583 =

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+ 500 + 80 +

= 4000 + 200 + 10 + 1 (d) 8644 = 8000 +

(e)

= 9000 + 100 + 20 + 5

(g) 21 876 =

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(e) 1611

(b) 621

3. Write the place value of the six (6) in these numbers. (a) 26

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(f) 24 014

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(d) 564

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(g) 62 541

(h) 36 000

4. Set out these numbers as an addition sum. (a) 42 + 7 + 174 + 47 + 747

(b) 65 + 6465 + 665 + 16 645 + 6

(c) Use a calculator to find each total. (d) Underline the thousands place value number in each answer. R.I.C. Publications®

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Primary mathematics: Back to basics

ROUNDING NUMBER

TEACHER INFORMATION Indicators Demonstrates rounding numbers to the nearest 10, 100, 1000. Demonstrates rounding numbers to the nearest dollar and five cent.

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

Answers

1. (a) 10 (d) 100 (g) 480

(b) 20 (e) 100 (h) 400

2. (a) 400 (d) 400 (g) 2200

(b) 100 (e) 1000 (h) 4600

3. (a) 1000 (d) 3000 (g) 15 000

(b) 2000 (e) 6000 (h) 20 000

4. (a) $1.00 (d) $6.00 (g) $22.00

(b) $2.00 (e) $10.00 (h) $106.00

5. (a) 30 + 50 = 80 (c) 50 x 10 = 500 (e) 170 + 130 = 300

(b) 60 – 30 = 30 (d) 60 ÷ 10 = 6 (f) 400 – 250 = 150

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Numbers ending in 5, 50, 500 are rounded up. Estimation

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6. (a) 80c (d) $4.10 (g) $26.00

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Primary mathematics: Back to basics

(b) $1.25 (e) $8.50 (h) $110.60

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ROUNDING NUMBER

1. Round these numbers to the nearest 10. (a) 7

(b) 18

(d) 98

(e) 102

(f) 141

(g) 475

(h) 397

2. Round these numbers to the nearest 100. (a) 406 (e) 977

r o e t s Bo r e p ok u S (b) 111

(d) 350

(f) 1045

(g) 2222

(h) 4551

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(a) 1202

(b) 1599

(d) 2701

(e) 6099

(f) 10 500

(g) 15 050

(h) 19 695

4. Round these amounts to the nearest dollar.

(g) $21.55

(h) $106.49

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5. Round each number to the nearest 10 to find the approximate answer; e.g.

22 + 17

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(a) 32 + 48 (c) 51 x 8

(e) 165 + 125

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3. Round these numbers to the nearest 1000.

(b) 62 – 29

–

(d) 55 ÷ 12

(f) 401 – 249

–

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6. Purchases made at a store are rounded up or down to the nearest five cents. Show the rounded price for each amount. (a) 79c =

(b) $1.24 =

(d) $4.12 =

(e) $8.49 =

(f) $9.99 =

(g) $25.99 =

(h) $110.59 =

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Primary mathematics: Back to basics

ADDITION NUMBER

TEACHER INFORMATION Indicators Uses place value properties to calculate addition facts. Uses knowledge of place value to solve addition 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. (a) 15 (d) 33 (g) 60

(b) 18 (e) 40 (h) 71

2. (a) 80 (d) 133

(b) 90 (e) 121

3. (a) 357 (d) 764

(b) 589 (e) 873

4. (a) 615 (d) 833

(b) 810 (e) 4305

5. (a) 591 (d) 1021

(b) 716 (e) 4332

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Concepts required

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6. (a)

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7. (a)

12 9

94 105

15 3

7 6

(b)

3 2

4 5

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24 8.

(b)

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ADDITION NUMBER

1. (a) 4 + 11 =

(b) 5 + 13 =

(d) 29 + 4 =

(e) 32 + 8 =

(f) 41 + 19 =

(g) 16 + 44 =

(h) 57 + 14 =

2. (a) 64 (b) 48 (c) 37 (d) 49 (e) 62 (f) 87 + 16 + 42 + 74 + 84 + 59 + 47

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604 + 269

386 (b) 555 (c) 499 (d) 688 (e) 1708 + 229 + 255 + 228 + 145 + 2597

5. (a)

123 (b) 302 (c) 252 (d) 455 (e) + 234 + 287 + 238 + 309

4. (a)

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142 (b) 206 (c) 314 (d) 802 (e) 1333 304 246 245 140 1444 + 145 + 264 + 199 + 79 + 1555

(a)

column adds up to the same number.

(a)

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7 6 5

+ (b)

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(b)

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3. (a)

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8. Use the numbers from one (1) to seven (7) so each line adds to 12.

40 30 20 10 + R.I.C. Publications®

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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 two, three and four digits.

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

Answers

1. 80 runs 2. 57 songs 3. 122 students

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Concepts required

6. 747 students 7. 978 DVDs

8. 1513 people

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9. 2645 students

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10. 4630 people 11. Teacher check word problem 285 + 199 = 484

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12. Teacher check word problem 2050 + 1999 = 4049

Primary mathematics: Back to basics

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ADDITION PROBLEMS NUMBER

1. Glen scored 54 runs and Brody scored 26 runs. What was the total of runs scored?

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5. Emily drove 309 km one day and 495 km the next. How far did she travel?

4. There were 266 people in attendance at a soccer game on Saturday and 285 on Sunday. What was the total?

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3. If there are 63 students in Year 4 and 59 students in Year 5, how many are there altogether?

6. School attendance numbers were 266 in week 1, 242 in week 2 and 239 in week 3. What was the total?

7. There were 324 new release DVDs, 255 three-day hire DVDs and 399 weekly DVDs. How many DVDs were there altogether?

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9. The high school has an attendance of 2250 students, while 395 attend the primary school. How many students are there in total?

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on Saturday and 450 attended on Sunday. What was the total attendance?

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STUDENT NAME

2. Rose downloaded 28 songs and Tess 29. How many songs did they download altogether?

10. In a phone survey, 2345 people voted ‘Yes’ and 2285 voted ‘No’. How many people voted altogether?

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Write your own word problems using the numbers given. Set out and solve each problem. 11. 285 + 199

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12. 2050 + 1999

Primary mathematics: Back to basics

SUBTRACTION NUMBER

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

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

Answers

1. (a) 3 (d) 7 (g) 99

(b) 7 (e) 30 (h) 50

2. (a) 27 (d) 1

(b) 31 (e) 63

3. (a) 122 (d) 595

(b) 103 (e) 1115

4. (a) 17 (d) 116

(b) 24 (e) 109

5. (a) 203 (d) 2135

(b) 247 (e) 2045

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Place value Trading Problem solving

6. (a)

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(b)

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7. (a) 7 0 7 (b) 3 4 2 (c) 4 0 7 (d) 3 4 5 6 – 4 0 7 – 2 3 9 – 2 7 8 – 1 7 8 9 3 0 0 1 0 3 1 2 9 1667

Primary mathematics: Back to basics

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SUBTRACTION NUMBER

1. (a) 9 – 6 =

(d) 22 – 15 =

(e) 40 – 10 =

(g) 100 – 1 =

(h) 75 – 25 =

2. (a)

(f) 50 – 25 =

65 (e) – 64

87 – 24

245 (b) 456 (c) 848 (d) 999 (e) 2467 – 123 – 353 – 207 – 404 – 1352

4. (a)

43 (b) 62 (c) 72 (d) – 26 – 38 – 68

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5. (a)

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3. (a)

69 (b) 74 (c) 88 (d) – 42 – 43 – 28

145 (e) – 29

267 – 158

342 (b) 425 (c) 408 (d) 2524 (e) 3400 – 139 – 178 – 229 – 389 – 1355

R. I . C.Publ i cat i ons 6. Complete the© grids. (a) •f (b) orr evi ew pur po60sesonl y• 19

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STUDENT NAME

(b) 15 – 8 =

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–

7. Write the missing numbers. (a)

7 –

–

1 R.I.C. Publications®

(d)

–

(c)

(b)

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5 7

1 13

–

6 9

6 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. 35 pages 2. 28 litres 3. 60 DVDs

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Concepts required

5. 115 words

6. 178 people 7. 136 votes

8. 2725 tickets

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9. 605 km

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10. 375 11. Teacher check word problem 156 – 66 = 90

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12. Teacher check word problem 521 – 379 = 142

Primary mathematics: Back to basics

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SUBTRACTION PROBLEMS NUMBER

1. Zoe is reading a 98-page length book. She has 63 pages left to read. How many pages has she already read?

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5. Lucas has a 500-word length story to write. How many words does he have to write if he has already written 385?

4. If there were 474 students and 267 were girls, how many were boys?

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3. There were 145 DVD covers on the shelf. Only 85 were available to rent. How many were already rented?

6. There was an attendance of 807 at a show on Saturday and 629 on Sunday. What was the amount of the drop in attendance?

8. There were 8250 © R. I . C.Pub l i c a t i o ns tickets available. On the first day, 5525 •f orr evi ew pur p osesonl y• tickets were sold. How

7. In a two candidate school election, 525 students voted. If Xin received 389 of the votes, how many did Grace receive?

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9. A family had to travel 1200 km to visit relatives. If they travelled 595 km on the first day, how far did they still have to travel?

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many were left?

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STUDENT NAME

2. A tank holds 84 litres of water. How much more water is needed to fill it if it already contains 56 litres?

10. Subtract 625 from 1000.

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Write your own word problems using the numbers given. Set out and solve each problem. 11. 156 – 66

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12. 521 – 379

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 10 0 18 14 18 10 24 8 11 17 14 3 14 5 2 17 12 24 16 6 5 17 6 20 22

B 6 8 10 13 7 16 29 2 19 1 23 0 16 27 15 17 14 23 18 4 8 0 12 4 4

C 5 1 3 2 16 14 9 17 9 5 11 26 21 20 3 28 2 4 17 21 22 19 7 6 12

D 15 19 13 18 4 15 2 19 20 7 7 16 13 5 22 3 18 10 25 6 20 15 3 15 1

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Mentally adding one- and two-digit numbers with addend to 15. Mentally subtracting one- and two-digit numbers with answers less than 20.

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MENTAL ADDITION AND SUBTRACTION NUMBER

8+2=

9–3=

10 – 5 =

9+6=

9–9=

12 – 4 =

12 – 11=

10 + 9 =

10 + 8 =

13 – 3 =

11 – 8 =

8+5=

11 + 3 =

r o e t s Bo r e p ok u S 9–7=

11 + 7 =

11 – 4 =

11 + 5 =

10 – 6 =

8+8=

10 + 4 =

12 + 3 =

15 + 14 =

12 – 3 =

11 – 9 =

11 – 3 =

12 – 10 =

9+8=

13 – 2 =

15 + 4 =

13 – 4 =

15 + 2 =

9–8=

12 – 7 =

12 + 2 =

15 + 8 =

8+3=

9–4=

15 + 12 =

10 + 10 =

11 – 6 =

13 – 11 =

11 + 4 =

12 – 9 =

15 + 7 =

11 + 6 =

10 + 7 =

15 + 13 =

10 + 2 =

9+5=

10 – 8 =

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12 – 2 = 12 + 12 =

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10 + 3 =

9+9=

12 + 7 =

15 + 5 = 13 – 6 = 9–2=

13 –. 13. = . 15l +c 11a = t ©R I C Pub i i ons10 + 6 = 8+6= 12 + 4 = 12 + 9 = 9+4= •f orr e vi ew pur posesonl y•

10 – 7 =

w ww 15 + 9 =

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m . u

STUDENT NAME

13 – 10 = 12 + 6 =

o c . che e r o t r s super 12 + 11 =

13 – 9 =

15 + 3 =

8+9=

15 + 10 =

12 – 8 =

15 + 6 =

12 – 6 =

13 – 5 =

12 + 10 =

11 + 9 =

12 + 5 =

10 – 10 =

11 + 8 =

10 + 5 =

10 – 4 =

8+4=

12 – 5 =

9–6=

12 + 8 =

9–5=

13 – 7 =

8+7=

11 + 11 =

11 – 7 =

9+3=

10 – 9 =

9+7= 11 – 5 = 13 – 8 =

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15 – 5 =

Primary mathematics: Back to basics

MULTIPLICATION NUMBER

TEACHER INFORMATION Indicator Calculates to solve multiplication problems with two and three digits.

Concepts required

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

1. (a) 40 (d) 32 (g) 49

(b) 42 (e) 56 (h) 72

2. (a) 46 (d) 168

(b) 82 (e) 208

3. (a) 144 (d) 365

(b) 330 (e) 272

4. (a) 244 (d) 1284

(b) 268 (e) 1272

5. (a) 2625 (d) 1071

(b) 1230 (e) 1156

6. (a) 252 (d) 410

(b) 341 (e) 484

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Teac he r

Place value Trading Tables

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7. (a)

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10 8

Primary mathematics: Back to basics

(b)

88 110

m . u

o c . che e r o t r s super

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R.I.C. Publications®

MULTIPLICATION NUMBER

1. (a) 8 x 5 =

(b) 7 x 6 =

(d) 4 x 8 =

(e) 7 x 8 =

(f) 6 x 9 =

(g) 7 x 7 =

(h) 9 x 8 =

2. (a)

5 3 (d) x 3

4 2 (e) x 4

36 (b) x 4

55 (c) x 6

84 (d) x 4

7 3 (e) x 5

Teac he r 4. (a)

1 2 2 (b) 1 3 4 (c) 1 1 5 (d) x 2 x 2 x 5

68 x 4

2 1 4 (e) x 6

318 x 4

289 x 4

2 1 (b) 3 1 (c) 3 2 (d) x 1 2 x 1 1 x 1 2

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6. (a)

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8 7

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22 x 22

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

11 9

4 1 (e) x 1 0

7. Complete the grids. (a)

m . u

STUDENT NAME

52 x 4

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4 1 (c) x 2

3. (a)

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

23 (b) x 2

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x 19

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 Place value Trading Problem solving Tables

Answers

1. 96 pens 2. 208 books 3. 90 balls 4. 280 days

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Teac he r

Concepts required

6. 448 people

7. 246 messages 8. 972 seedlings

m . u

9. 120 months

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10. 396 eggs 11. Teacher check word problem 24 x 3 = 72

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o c . che e r o t r s super

12. Teacher check word problem 216 x 7 = 1512

Primary mathematics: Back to basics

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R.I.C. Publications®

MULTIPLICATION PROBLEMS 2. Four shelves each hold 52 books. How many books are there altogether?

3. In cricket, there are six balls in each over. How many balls in 15 overs?

4. How many days are there in 40 weeks?

Teac he r

1. Thirty-two students each have three pens. How many pens are there altogether?

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

5. Lana rides her bike 29 km every week. How many kilometres would she ride in six weeks?

6. If one row seats 56 people, how many people can eight rows seat?

7. Lee and Mandela each sent a total of 123 text messages. What was their combined total?

8. A total of 162 people each planted six seedlings. How many seedlings were planted altogether?

9. How many months are there in ten years?

10. If one carton holds 12 eggs, how many eggs are there in 33 cartons?

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w ww

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m . u

STUDENT NAME

NUMBER

o c . che e r o t r s super

Write your own word problems using the numbers given. Set out and solve each problem. 11. 24 x 3

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12. 216 x 7

Primary mathematics: Back to basics

DIVISION NUMBER

TEACHER INFORMATION Indicators Calculates division problems. Calculates division problems with remainders.

r o e t s Bo r e p ok u S Sharing Tables Remainders Division wheel format

ew i ev Pr

Teac he r

Concepts required

Answers

1. (a) 3 (d) 5 (g) 4

(b) 3 (e) 2 (h) 5

2. (a) 12 (d) 32

(b) 21 (e) 22

3. (a) 214 (d) 212

(b) 121 (e) 231

4. (a) 13 (d) 38

(b) 16 (e) 15

5. (a) 216 (d) 142

(b) 224 (e) 141

6. (a) 284 r1 (d) 292 r1

(b) 233 r1 (e) 122 r5

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7. (a)

(b)

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(c)

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

1 12 12÷ 4 3 6 4 2

2 16 32÷ 2 16 32 8 4 1

3 24÷ 12 2 4 6 6 4

8. Teacher check. Possible answer.

4 9 9

Primary mathematics: Back to basics

36 1

4 36÷ 18 2 6 12 3 6

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R.I.C. Publications®

DIVISION NUMBER

1. (a) 12 ÷ 4 =

(b) 15 ÷ 5 =

(d) 20 ÷ 4 =

(e) 16 ÷ 8 =

(f) 25 ÷ 5 =

(g) 24 ÷ 6 =

(h) 50 ÷ 10 =

2. (a) 3 3 6

(b) 4 8 4

(d) 3 9 6

(e) 4 8 8

(b) 3 3 6 3

(d) 4 8 4 8

(e) 3 6 9 3

(b) 3 4 8

(d) 2 7 6

(e) 5 7 5

5. (a) 2 4 3 2

(b) 4 8 9 6

(d) 3 4 2 6

(e) 4 5 6 4

6. (a) 3 8 5 3

(b) 4 9 3 3

(d) 3 8 7 7

(e) 6 7 3 7

3. (a) 2 4 2 8

Teac he r

ew i ev Pr

7. Complete these division wheels.

(a)

(c)

. te 8

2 24 ÷

3 4

32 ÷

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(b)

m . u

STUDENT NAME

4. (a) 4 5 2

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

o c . che e r o t r s super

8. Complete your own division wheel using the number 36.

6 36 ÷

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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 Place value Trading Problem solving Tables Remainders Crossword format

Materials needed Calculator

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Teac he r

Concepts required

2. 21 oranges

3. 14 students 4. 17 pieces

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m . u

5. 43 students 6. 141 boxes 7. 140 books

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o c . che e r o t r s super

8. 21 photographs 9. $58

10. $284

11. Teacher check crossword

Primary mathematics: Back to basics

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DIVISION PROBLEMS NUMBER

1. Thirty-nine books were shared among three people. How many books were given to each person?

2. Eighty-four oranges needed to be divided among four crates. How many oranges were placed in each crate? 4. A piece of wood is 85 cm long. How many five-cm long pieces can be cut from it?

Teac he r

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

5. Three buses were needed for 129 students. How many students were on each bus?

6. Three trucks had a total of 423 boxes loaded equally among them. How many boxes were in each truck?

7. Four shelves hold a total of 560 books. How many books are on each shelf?

8. Paige had 147 photographs that she sorted into seven equal piles. How many were in each pile?

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9. Jake had a total of $232 to spend on a four day holiday. How much did he spend each day?

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10. After winning the lottery, Riley donated $852 equally to three charities. How much did she give to each charity? 11. Create your own division crossword. Use a calculator to help.

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1 5.

2 6.

m . u

STUDENT NAME

3. Fifty-six students were divided into four teams. How many students in each team?

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

7. 8.

10. 12.

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11.

Across

1. 24 ÷ 2

1. 333 ÷ 3

11.

12.

13.

10.

11.

13.

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Down

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 9 4 56 2 14 42 10 15 10 8 70 10 45 6 7 40 4 36 6 56 24 32 10 81 4

B 9 12 3 63 10 10 10 28 48 8 16 9 48 9 72 2 18 5 20 60 6 28 5 18 2

C 24 9 49 50 8 2 54 8 45 3 90 4 63 16 9 21 5 36 24 7 20 25 7 4 36

D 80 27 7 42 5 35 8 8 12 40 40 6 30 7 72 6 3 30 2 3 54 5 64 3 35

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Teac he r

Mentally multiplying up to and including nine times table. Mentally dividing up to and including nine times table.

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Primary mathematics: Back to basics

m . u

o c . che e r o t r s super

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R.I.C. Publications®

MENTAL MULTIPLICATION AND DIVISION NUMBER

9x1=

81 ÷ 9 =

8x3=

8 x 10 =

36 ÷ 9 =

6x2=

63 ÷ 7 =

9x3=

8x7=

21 ÷ 7 =

7x7=

42 ÷ 6 =

16 ÷ 8 =

r o e t s Bo r e p ok u S 5 x 10 =

7x6=

70 ÷ 7 =

48 ÷ 6 =

45 ÷ 9 =

5x2=

14 ÷ 7 =

5x7=

80 ÷ 8 =

9x6=

40 ÷ 5 =

5x3=

4x7=

72 ÷ 9 =

60 ÷ 6 =

8x6=

5x9=

4x2=

56 ÷ 7 =

18 ÷ 6 =

7 x 10 =

8x2=

9 x 10 =

30 ÷ 5 =

45 ÷ 5 =

4x4=

35 ÷ 5 =

56 ÷ 8 =

8x9=

72 ÷ 8 =

9x8=

5x8=

10 ÷ 5 =

7x3=

28 ÷ 7 =

9x2=

40 ÷ 8 =

Teac he r

6x7= 90 ÷ 9 =

ew i ev Pr

9x7=

7x2=

64 ÷ 8 = 4x3=

8x5=

4 x 10 =

54. ÷I 6. = . ÷ 6a =t ©R C Pub24l i c i ons36 ÷ 6 = 9x5= 6x8= 7x9= 5x6= •f orr ev i ew pur p osesonl y•

50 ÷ 5 =

4x9=

5x4=

6x4=

12 ÷ 6 =

6 x 10 =

63 ÷ 9 =

15 ÷ 5 =

48 ÷ 8 =

4x5=

6x9=

8x4=

7x4=

5x5=

35 ÷ 7 =

40 ÷ 4 =

25 ÷ 5 =

49 ÷ 7 =

8x8=

9x9=

6x3=

32 ÷ 8 =

27 ÷ 9 =

20 ÷ 5 =

18 ÷ 9 =

9x4=

7x5=

w ww

30 ÷ 6 =

m . u

STUDENT NAME

6x6=

54 ÷ 9 = 7x8= 4x6=

R.I.C. Publications®

. te

42 ÷ 7 =

24 ÷ 8 =

o c . che e r o t r s super

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6x5=

Primary mathematics: Back to basics

FRACTIONS NUMBER

TEACHER INFORMATION Indicators Identifies and shows knowledge of simple fractions. Identifies, compares and orders fractions. Identifies equivalent fractions. Adds and subtracts fractions with common denominators.

r o e t s Bo r e p ok u S Fractional parts Equivalent fractions Common denominators Ordering Correct usage of greater than (>) and less than (<) signs.

Answers

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

(b) 3/8 (e) 2/8

ew i ev Pr

Teac he r

Concepts required

(b) 1/2 = 2/4 = 4/8 = 5/10 = 6/12 (d) 1/4 = 2/8 = 3/12 = 5/20

4. (a) 1 (d) 3/5

(b) 3/4

5. (a) 2/4 (d) 1/4

(b) 2/5

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3. (a) 1 = 2/2 = 3/3 = 4/4 = 5/5 (c) 1/3 = 2/6 = 3/9 = 4/12

6. 1/5, 1/4, 1/3, 1/2, 2/3, 3/4

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7. (a) > (d) >

Primary mathematics: Back to basics

m . u

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

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FRACTIONS NUMBER

1. What fraction of each shape is shaded? (a)

(b)

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

Teac he r

(f)

ew i ev Pr

2. Shade the fraction shown.

(a) 1

(b)

(c)

(d)

(e)

(f)

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(d) 1/4 =

4. Add the following fractions.

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(a) 1/2 + 1/2 =

(b) 1/4 + 2/4 =

/14

m . u

STUDENT NAME

(d)

(c)

(d) 2/5 + 1/5 =

o c . che e r o t r s super

5. Subtract the following fractions. (a) 3/4 – 1/4 =

(b) 4/5 – 2/5 =

(d) 1 – 3/4 =

6. Order the fractions from smallest to largest.

1/2, 3/4, 1/3, 1/5, 1/4, 2/3 7. Write <, > or =. (a) 1/2 R.I.C. Publications®

(b) 1/3

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(d) 4/5

Primary mathematics: Back to basics

DECIMALS NUMBER

TEACHER INFORMATION Indicators Compares and orders decimals to one decimal place. Identifies equivalent fractions and decimals. Adds and subtracts decimals to one decimal place.

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

Teac he r

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

Answers 0.1, 0.3, 0.4, 0.5, 0.8, 0.9 0.5, 1.5, 2.5, 5, 5.5, 9.5 0.4, 1, 1.9, 2.4, 3.4, 4.4 12.1, 12.5, 15.5, 21.5, 25.1, 25.5

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Whole numbers and parts of whole numbers. Ordering Correct usage of greater than (>) and less than (<) and equals (=) signs. Rounding Decimals ending in .5 are rounded up. Equivalent decimals and fractions. Addition and subtraction, with trading.

(b) < (e) < (h) >

3. (a) (d) (g) (j)

1 3 23 50

(b) 2 (e) 9 (h) 27

4. (a) 0.5 (d) 0.7 (g) 7.9

(b) 0.9 (e) 1.2 (h) 5.5

5. (a) 5.9 (d) 38.2

(b) 22.7 (e) 52.8

6. (a) 4.5 (d) 30.6

(b) 3.1 (e) 21.6

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2. (a) < (d) < (g) >

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Primary mathematics: Back to basics

m . u

o c . che e r o t r s super

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DECIMALS NUMBER

1. Order the decimals from smallest to largest. (a) 0.4, 0.8, 0.1, 0.9, 0.5, 0.3 (b) 5.5, 0.5, 2.5, 9.5, 1.5, 5

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

(d) 21.5, 12.5, 25.1, 25.5, 15.5, 12.1

Teac he r (a) 2.5

(b) 1

(e) 0.8

0.9

(f) 2.2

1.5 2.5

2.4

(g) 11.1

1.1

3. Round the decimals to the nearest whole number.

ew i ev Pr (d) 3.6

6.3

(h) 3.0

0.3

(b) 1.7 (c) 2.4 (d) 2.5 © R. I . C. Publ i ca t i ons (e) 8.9 (f) 12.2 (g) 23.4 (h) u 26.5 e (i) s 17.9 (j) 49.6 •f or r evi ew p r pos onl y • (a) 0.9

4. Write the equivalent decimal for each fraction. (b) 9/10 =

(e) 12/10 =

(f) 43/10 =

(g) 79/10 =

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(a) 5/10 =

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(d) 7/10 =

(h) 55/10 =

o c . che e r o t r s super

5. Add the following decimals. (a)

m . u

STUDENT NAME

2. Write < or >.

3 . 4 (b) 1 0 . 2 (c) 7 . 5 (d) 2 1 . 4 (e) 3 0 . 9 + 2 . 5 + 1 2 . 5 + 6 . 5 + 1 6 . 8 +21.9

6. Subtract the following decimals. (a)

7 . 9 (b) 1 4 . 7 (c) 8 . 1 (d) 5 4 . 4 (e) 7 0 . 5 – 3 . 4 – 1 1 . 6 – 2 . 8 – 2 3 . 8 –48.9

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Primary mathematics: Back to basics

PERCENTAGES NUMBER

TEACHER INFORMATION Indicators Represents percentages. Compares, orders and writes percentages relating to decimals and fractions.

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

Answers

1. Teacher check shading of percentage. (a) 50% = 50/100 = 0.50 (b) 10% = 10/100 = 0.10 80 (c) 80% = /100 = 0.80 2. (a) 75% = 75/100 = 0.75 (c) 25% = 25/100 = 0.25 (e) 99% = 99/100 = 0.99

(b) 100% = 100/100 = 1.0 (d) 45% = 45/100 = 0.45 (f) 15% = 15/100 = 0.15

3. (a) > (d) > (g) =

(b) = (e) > (h) =

ew i ev Pr

Teac he r

Place value Equivalent percentages, fractions and decimals. Correct usage of greater than (>), less than (<) and equals (=) signs.

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Primary mathematics: Back to basics

m . u

4. (a) 15%, 25%, 55%, 75%, 85%, 100% (b) 2/100, 25/100, 0.5, 60%, 90%, 1.0 (c) 0.1, 15/100, 20%, 30%, 50%, 0.7

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R.I.C. Publications®

PERCENTAGES NUMBER

1. Shade the base 100 place value block to show the percentage. Write the equivalent fraction and decimal. (a)

Teac he r

50% =

(c)

r o e t s Bo r e p ok u S = 0.

100

10% =

100

= 0.

80% =

2. Write the equivalent percentage, fraction and decimal. (a) 75% = (c)

= 0.

100

25 100

(b)

= 0.

(d) 45% =

100

= 0.

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= 1.0

= 0.

15 n ©R . I . C.Pu bl i c at i o s = 0.99 (f) % = = 0. 100 100 • f o r r e v i e w p u r p o s e sonl y• 3. Write <, > or =. (e)

(a) 90%

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(d) 75/100

(g) 25%

0.5

(b)

/100

0.40

(c)

0.50

0.70

(e)

85%

15%

(f)

(h)

1/2

(i)

0.11

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/100

m . u

STUDENT NAME

(b)

/100

1.0

o c . che e r o t r s super

20%

4. Order the amounts from smallest to largest. (a) 85%, 25%, 55%, 15%, 100%, 75%

(b) 90%, 2/100, 0.5, 25/100, 1.0, 60% (c) 30%, 0.1, 0.7, 50%, 20%, 15/100

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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 monetary context.

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

Answers

1. Answers will vary 2. (a) $9.00 (d) $6.75

(b) $8.50

3. (a) $45.00 (d) $5.75

(b) $34.00

ew i ev Pr

Teac he r

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

(b) $1.50

5. (a) $26.75 (d) $281.89

(b) $46.05

6. (a) $2.80 (d) $254.26

(b) $11.56

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Primary mathematics: Back to basics

m . u

7. Answers will vary

o c . che e r o t r s super

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MONEY NUMBER

1. Write two combinations to make the following amounts. (a) $5.50

(b) $24.75

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

2. Work out the change from $10.00.

Teac he r

(b) $1.50

3. Work out the change from $50.00. (a) $5.00

(b) $16.00

4. Work out the change from $100.00. (a) $75.00

(b) $98.50

(d) $3.25

ew i ev Pr (d) $44.25

(d) $5.50

© R. I . C.Publ i cat i ons (a) $ 1 1 . 5 0 (b) $ 2 5 . 1 0 (c) $ 3 5 . 9 5 (d) $ 1 2 5 . 9 0 • f o r r e v i e w p u r p o s e s o n y + $ 1 5 . 2 5 + $ 2 0 . 9 5 + $ 2 5 . 5 0 l + $• 155.99 5. Add the following amounts.

6. Subtract the following amounts.

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m . u

STUDENT NAME

(a) $1.00

(a) $ 8 . 8 5 (b) $ 2 6 . 5 5 (c) $ 7 5 . 0 0 (d) $ 4 2 5 . 2 5 – $ 6 . 0 5 – $ 1 4 . 9 9 – $ 4 5 . 5 5 – $ 1 7 0 . 9 9

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7. Draw an item you might buy if you had the following amounts to spend. (a) $20.00

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(b) $100.00

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(d) $1500.00

Primary mathematics: Back to basics

MONEY PROBLEMS NUMBER

TEACHER INFORMATION Indicator Chooses appropriate operations to solve problems involving money.

Concepts required

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

ew i ev Pr

Teac he r

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

Answers

1. $46.25 2. $41.95 3. $125.00 4. $75.00

6. $132.00 7. $972.25 8. $56.25

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Primary mathematics: Back to basics

(b) $2.60 (e) Answers will vary

m . u

9. (a) $23.60 (d) $28.10

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R.I.C. Publications®

MONEY PROBLEMS 2. Kwan spent $22.95 on a book and $19 on a CD. How much did she spend altogether?

3. Jasmine has a goal to save $500. Her account has $375. How much more does she need to reach her goal?

4. Three children each had $25. How much did they have altogether?

5. Braden bought four tank tops at $9.95 each. What was the total spent?

6. An amount of $396 was shared equally among three people. How much did they each receive?

7. The following amounts were raised: $125.75, $460.95 and $385.55. What was the total amount raised?

8. How much change do I have from $200 if I spend $143.75?

Teac he r

1. Senja spent $25.50 and Pete spent $20.75. How much did they spend in total?

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

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Spring rolls (4)......................... $3.40

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Satay beef sticks (4)................ $4.40

Fried rice – large..................... $4.90

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Steamed rice – large................ $2.50

(b) What is the difference in price between the lamb chop suey and the garlic beef?

o c . che e r o t r s super

Garlic beef.............................. $8.40

(a) What is the total of the two most expensive dishes?

m . u

STUDENT NAME

NUMBER

Sizzling spicy beef................... $8.90 Honey chicken........................... $8.60

Chicken chow mein.................... $8.40 Chilli seafood..........................$12.60 Sweet and sour pork................. $8.40

Lamb chop suey....................... $11.00

(c) How much would it cost to order fried rice, honey chicken and sweet and sour pork? (d) How much change from $50 would you have if you bought the items in (c)?

(e) If you had $25 to spend, what would you order?

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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.

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Recognises and applies knowledge of prime and composite numbers.

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

Number sentence structure Use of >, <, =, +, x, – and ÷ signs. Rules and patterns Understanding of prime and composite numbers.

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Concepts required

Answers 2, 4, 8, 16, 32, 64, 128 5, 8, 11, 14, 17, 20, 23, 26 3, 6, 9, 12, 15, 18, 21 6, 7, 5, 6, 4, 5, 3, 4

3. (a) ÷ (d) x (g) +

(b) + (e) ÷ (h) ÷

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2. (a) 15 (d) 7 (g) 100

4. Answers will vary

5. (a) Prime numbers – 2, 3, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59, 61, 67, 71, 73, 79, 83, 87, 89, 91, 97 Composite – all other numbers except 1. (b) 17 can only be divided by itself and 1. (c) 1, 2, 3, 4, 6, 8, 12, 24 (d) composite numbers (e) 97

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NUMBER SENTENCES AND PATTERNS NUMBER

1. Complete the number patterns. (a) 2, 4, 8, (c) 3,

, 32,

, 9,

, 15,

(b) 5, 8, 11,

(d) 6, 7, 5,

, 4,

, 26 ,

2. Write in the missing numbers. (a) 6 + 9 = (e) 82 –

(b) 36 ÷

= 9 (c)

+ 23 = 45 (d)

x 8 = 56

= 12 (f) 12 +

= 39 (g)

– 49 = 51 (h) 72 ÷

= 12

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3. Write the correct sign to complete each equation. (a) 44

4 = 11

(e) 100

(b) 42

8 = 50

10 = 10 (f) 100

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13 = 50

1 = 99 (g) 111

(d) 8

8 = 64

222 = 333 (h) 96

4. Complete these number sentences.

8 = 12

(b) 9 x 3 >

(c)

< 50

(d) 3 + 4 + 5 >

5. (a) On the chart, use red to circle the prime numbers and blue to circle the composite numbers.

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STUDENT NAME

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99 100

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(b) Why is 17 a prime number?

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(d) Are there more prime or composite numbers? (e) What is the last prime number?

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Primary mathematics: Back to basics

LINES AND ANGLES SPACE

TEACHER INFORMATION Indicators Recognises and represents a variety of lines. Recognises, names and describes angles.

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

Identification of different types of lines.

Answers

1. (a) wavy (b) zigzagged (d) parallel (e) perpendicular 2. Teacher check objects drawn. 3. (a) right (b) acute 4. (a) acute (b) right (d) obtuse (e) right (g) acute (h) obtuse

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Understanding of right, acute and obtuse angles.

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LINES AND ANGLES SPACE

(b)

(c)

(d)

(e)

(f)

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(a)

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2. Draw any shape that has: (a) 4 straight lines.

(b) 2 vertical lines.

angle is more than 90º and less than 180º.

4. Name each angle.

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(a)

(e)

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STUDENT NAME

1. Label each of the different types of lines.

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(b)

(c)

(d)

(f)

(g)

(h)

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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. Recognises and draws congruent shapes.

r o e t s Bo r e p ok u S Recognition of 2-D shapes. Finding edges and corners on 2-D shapes. Knowledge of polygons and quadrilaterals. Congruency

Materials required Ruler

Answers

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Concepts required

3 edges, 3 corners

(c)

4 edges, 4 corners

(d)

4 edges, 4 corners

(e)

1 edge, 0 corners

(f)

5 edges, 5 corners

(g)

6 edges, 6 corners

(h)

8 edges, 8 corners

2. Teacher check – Polygons have three or more straight sides.

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3. Teacher check – Quadrilaterals have four straight sides.

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1 edge, 0 corners

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1. (a)

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4. Teacher check – Congruent is two or more shapes of the same shape and size.

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2-D SHAPES SPACE

1. Draw the shape named. Write the number of edges and corners. (a) circle

edges corners

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(d) rectangle

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edges

corners

(f) pentagon

(g) hexagon

(h) octagon

edges

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corners

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4. Draw two congruent shapes. (a) squares

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corners

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STUDENT NAME

(e) oval

(b) triangle

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(b) triangles

(d) rectangles

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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

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Recognition of 3-D shapes. Finding edges, vertices and faces on 3-D shapes. Knowledge of prisms and pyramids.

Answers

1. (a)

12 edges, 8 vertices, 6 faces

(b)

2 edges, 0 vertices, 3 faces

(c)

1 edge, 1 vertex, 2 faces

(d)

0 edges, 0 vertices, 1 face

(e)

6 edges, 4 vertices, 4 faces

(f)

12 edges, 8 vertices, 6 faces

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2. (a) A prism is named after the shape of its two end faces. Its other faces are always rectangular.

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(b)

(c)

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5 faces, 6 vertices, 9 edges

6 faces, 8 vertices, 12 edges

3. (a) A pyramid is named after the shape of its base. Its other faces are always triangular. (b)

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(c)

5 faces, 5 vertices, 8 edges

4 faces, 4 vertices, 6 edges

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3-D SHAPES SPACE

1. Draw the shape named. Write the number of edges, vertices and faces. (a) cube

edges vertices

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(d) sphere

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edges

vertices

faces

(e) triangular pyramid

(f) rectangular prism

edges

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vertices vertices © R. I . C .Publ i cat i o ns faces faces faces •f orr evi ew pur posesonl y• vertices

2. (a) A prism is named after the shape of its two

faces are always

(b) Draw a triangular prism.

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faces

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vertices

edges

faces

3. (a) A pyramid is named after the shape of its

always

faces

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vertices

edges

. Its other faces are

(b) Draw a rectangular pyramid.

faces. Its other

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STUDENT NAME

faces

(b) cylinder

vertices

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edges

faces

vertices

edges

Primary mathematics: Back to basics

PERSPECTIVE AND TRANSFORMATIONS SPACE

TEACHER INFORMATION Indicators Draws tessellating shapes. Identifies 3-D shapes from different perspectives. Draws shapes that reflect, translate and rotate. Enlarges given shapes using a grid.

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

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Materials needed Ruler

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Identification of tessellations. Perspective from top, bottom, front and side. Changing position of shapes by reflecting, translating and rotating. Scale

1. Answers will vary. Tessellating shapes fit together without any gaps or overlapping. 2. (a)

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(b) (c)

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3. (a) (b) (c)

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4. Teacher check enlarged pictures.

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PERSPECTIVE AND TRANSFORMATIONS 1. Draw a tessellating pattern.

SPACE

2. Draw the different views of each object from the different perspectives. Object (a)

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Bottom

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(c)

3. Change the position of the shapes. Object

(a)

Front

Reflect

Translate

Side

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Rotate 90º clockwise

(b)

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STUDENT NAME

(b)

Top

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(c)

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4. Enlarge the pictures.

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Primary mathematics: Back to basics

SYMMETRY SPACE

TEACHER INFORMATION Indicators Identifies and draws lines of symmetry on 2-D shapes. Draws objects 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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Recognition of 2-D shapes. Understands a line of symmetry divides a shape or object into two equal halves. Understands there may be a horizontal or vertical line of symmetry, multiple lines or no lines of symmetry.

(d) 4

(e) 2

No lines – F, G, J, L, N, P, Q, R, S, Z One line – A, B, C, D, E, K, M, T, U, V, W, Y Two lines – H, I, O Multiple lines – X

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3. Teacher check

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1. (a) 4

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SYMMETRY SPACE

1. Draw and record the number of lines of symmetry for each shape. (a)

(b)

(c)

(d)

(e)

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2. Sort the letters of the alphabet according to the number of lines of symmetry. A B C D E F G H I J K L M N O P Q R ST U V W XY Z

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No lines of symmetry

One line of symmetry

Two lines of symmetry

3. Draw an object to show each of the following:

Multiple lines of symmetry

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At vertical line © R. I . C.Publ i ca i on sof symmetry •f orr evi ew pur posesonl y• A horizontal line of symmetry

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STUDENT NAME

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Multiple lines of symmetry

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No lines of symmetry

Primary mathematics: Back to basics

DIRECTIONS AND POSITION SPACE

TEACHER INFORMATION Indicators Locates or draws objects following locational language. Follows and writes directions.

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

Materials needed Coloured pencils

Answers

1. Teacher check of completed picture. 2. Answers will vary.

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Locational language such as: middle, side, on, right, left, in front of, next to, near.

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Primary mathematics: Back to basics

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DIRECTIONS AND POSITION SPACE

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© R. I . C.Publ i c a t i o sspa in the bottom (g) Draw an round right-hand corner. •f orr evi ew pur p osesonl y• (b) Draw one chair at each side of (h) Draw a swing set above and to (a) In the middle, draw a rectangular outdoor table. the table.

the left of the table.

(i) Draw a dog in front of the middle flower pot.

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STUDENT NAME

1. Follow the directions to complete the picture.

(d) Draw four glasses on the table.

(j) Draw two children next to the large tree.

(e) Along the left side of the frame, draw five large flower pots.

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(k) Draw a cat near the spa.

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(f) Draw a large tree in the top right-hand corner.

2. Write six directions for others to follow to draw your bedroom. • • • • • • R.I.C. Publications®

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Primary mathematics: Back to basics

MAPS AND KEYS SPACE

TEACHER INFORMATION Indicators Recognises and locates key features on a grid map using coordinate points. Uses compass point directions to describe location.

r o e t s Bo r e p ok u S Understands symbols used on a key.

Coordinates Key symbols Compass directions

Answers

1. (a) I2 (d) B6, I7 (g) E7, F7, G7

(b) D8, H4 (e) camping ground (h) boats

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Concepts required

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Primary mathematics: Back to basics

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2. Answers will vary

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MAPS AND KEYS SPACE

1. Use the map and key to answer the questions. 10 9 8

Key

7 6

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camping ground lake

houses

shop

bicycle track

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lighthouse

hills

river boats

(b) Give the two coordinates for the lakes.

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STUDENT NAME

swimming beach

and ends

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(e) What will you find at C6?

(f) What is the coordinate for the swimming beach on the east coast? (g) What coordinates does the river run through? (h) What would you find at A1? 2. Add each of these to the map. Draw a symbol and write a coordinate. (a) cave

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(b) waterfall

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Primary mathematics: Back to basics

LENGTH MEASUREMENT

TEACHER INFORMATION Indicators Identifies formal units of measurement. Measures lengths in centimetres and millimetres. Finds equivalent measures. Adds and subtracts lengths.

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 measure in mm and cm. Equivalent units of length.

Materials needed Ruler

Answers

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Concepts required

(b) 100 (e) 5

2. (a) 2 (d) 4.48

(b) 8 (e) 1.29

3. (a) 300 (d) 260

(b) 900 (e) 595

5. (a) 2.5 (d) 404

(b) 11

6. (a) 50 (d) 10

(b) 5

4. Teacher check

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7. Answers will vary

Primary mathematics: Back to basics

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LENGTH MEASUREMENT

1. Convert the measurements of length. (a) 1 cm =

(d) 500 cm =

(b) 1 m =

(e) 5000m =

(f) 70 mm =

2. Convert the measurements into metres.

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(a) 200 cm =

(b) 800 cm =

(d) 448 cm =

(e) 129 cm =

(f) 999 cm =

m m

Teac he r (a) 3 m =

(d) 2.6 m =

cm cm

(b) 9 m =

(e) 5.95 m =

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(f) 2.05 m =

4. Use a ruler to draw lines that measure each of the following lengths. (a) 7.5 cm

(d) 12.2 cm

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STUDENT NAME

3. Convert the measurements into centimetres.

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5. Add the following lengths.

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(a) 2 cm and 5 mm =

(b) 10 mm and 10 cm =

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(d) 4 m and 4 cm =

6. Find the range of difference between the following lengths. (a) 1 m and 50 cm =

(b) 5.4 m and 40 cm =

(d) 10 m and 990 cm =

7. Give two examples where kilometres would be used to measure length. (a)

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(b)

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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. Calculates perimeter from given measurements.

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

Proficient use of a ruler to measure accurately in mm and cm. Basic addition skills

Materials needed Ruler

Answers

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Teac he r

Knowledge that perimeter is the length of distance of the boundary of a shape.

(b) 10 cm, 100 mm (e) 23 cm, 230 mm

(b) 140 mm (e) 32 cm

2. Teacher check 3. (a) 12 cm (d) 70 m

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4. Answers will vary

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PERIMETER MEASUREMENT

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

(b)

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(e)

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2. Use a ruler to draw shapes with the following perimeters.

(a) 80 mm

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STUDENT NAME

(d)

(c)

3. Find the perimeter of the rectangles.

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(a) Length = 4 cm

Width = 2 cm

Perimeter =

(b) Length = 60 mm

Width = 10 mm

Perimeter =

Width = 6 cm

Perimeter =

(d) Length = 25 m

Width = 10 m

Perimeter =

(e) Length = 10.5 cm

Width = 5.5 cm

Perimeter =

4. Measure the perimeter of the desktop you are working on. P = R.I.C. Publications®

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P= 57

m Primary mathematics: Back to basics

AREA MEASUREMENT

TEACHER INFORMATION Indicators Measures the area of shapes using square centimetres. Identifies formal units of measurement.

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

Materials needed Ruler

Answers

1. (a) 10 cm2 (d) 14 cm2 (g) 7 cm2

(b) 9 cm2 (e) 17 cm2

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Knowledge that area is the amount of space inside a shape. Ordering

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Primary mathematics: Back to basics

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4. Teacher check

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AREA MEASUREMENT

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

(b) A=

cm2

(c)

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cm2

(f)

cm2

(g) A=

2. Order the above shapes from smallest to largest area.

cm2

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STUDENT NAME

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cm2

(d)

(e)

4. On the grid, draw four different shapes that have an area of 12 square units.

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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. Calculates equivalent measures. Counts to find the volume of 3-D shapes.

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

Teac he r

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Knowledge of formal measurement units—millilitres and litres. Equivalent units of measurement 3-D shapes

Answers

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

(b) 3 cups (e) 10 cups

(b) 13 cubes

5. 3 serves

7. (a) 26 cubes

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Primary mathematics: Back to basics

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6. 17 doses

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VOLUME AND CAPACITY MEASUREMENT

1. Draw and label five items from home you could use to measure capacity.

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2. Name three items at home that are measured in the following units of capacity.

Teac he r litres

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3. Order the items from Question 2 from smallest to largest.

(d) 2 L = cups

(f)

cups

cups mL = 20 cups

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STUDENT NAME

millilitres

5. How many 200 mL serves of cream are there in a 600 mL container?

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6. How many 5 mL doses are in an 85 mL bottle of medicine? 7. Write the volume of these 3-D models. (a)

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(b)

cubes

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cubes 61

(c)

cubes

Primary mathematics: Back to basics

MASS MEASUREMENT

TEACHER INFORMATION Indicators Identifies formal units of measuring mass. Orders the mass of items in grams and kilograms. Calculates equivalent measures.

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

Teac he r

Answers

1. 1000 2. Answers will vary 3. (a) 2 (d) 3.55

(b) 1.5 (e) 5.75

4. (a) 3000 (d) 5250

(b) 4500 (e) 5050

5. (a) 500 g (d) 1.5 kg

(b) 750 g

6. (a) 0 g (d) 700 g

(b) 500 g (e) 900 g

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Knowledge of formal measurement units—grams and kilograms. Equivalent units of measurement Ability to read kitchen scales. Ordering

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Primary mathematics: Back to basics

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MASS MEASUREMENT

1. How many grams (g) are in one kilogram (kg)? 2. (a) List five items from home that are measured in grams and five that are measured in kilograms. (b) Write the total weight shown on each item. (c) For each list, order the items from lightest to heaviest.

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Order

Item

3. Convert the following measurements into kilograms. (a) 2000 g =

(b) 1500 g =

©R . I . C(e) .5750 Pu bl i ca t i on s kg g= kg (f) 1005 g = •f orr evi ew pur posesonl y• 4. Convert the following measurements into grams. (d) 3550 g =

g (e) 5.05 kg =

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(d) 5.25 kg =

(b) 4.5 kg =

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(a) 3 kg =

Order

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STUDENT NAME

Item

(f) 10 kg =

5. Find the range of difference between the following weights.

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(a) 500 g and 1 kg

(b) 1 kg and 250 g

(d) 2.5 kg and 1 kg

6. Write the weight shown on these kitchen scales.

(a)

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1 kg

(b)

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1 kg

(c)

(d)

1 kg

(e)

Primary mathematics: Back to basics

TEMPERATURE MEASUREMENT

TEACHER INFORMATION Indicator Reads, records and orders temperature in degrees Celsius.

Concepts required

r o e t s Bo r e p ok u S Materials needed Access to television, newspaper or Internet.

Answers

1. (a) 10 ºC (d) 35 ºC

(b) 25 ºC

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Degrees Celsius (ºC) Reading thermometers Ordering Understands appropriate activities in relation to temperature.

3. 41 ºC, 38 ºC, 35 ºC, 32 ºC, 28 ºC, 24 ºC, 18 ºC, 14 ºC, 11 ºC, 9 ºC

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4. Answers will vary

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TEMPERATURE MEASUREMENT

1. Record the temperatures shown in degrees Celsius (ºC).

20 15

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2. Watch the news or check the newspaper or Internet to record the maximum and minimum temperatures for your town/city.

Tomorrow’s forecast temperatures Min Max C C 40

Today’s temperatures Min Max C 40

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3. Order these temperatures from hottest to coldest.

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(d)

(c)

(b)

(a)

14 ºC, 32 ºC, 11 ºC, 9 ºC, 38 ºC, 41 ºC, 28 ºC, 24 ºC, 18 ºC, 35 ºC

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4. Draw something you are likely to do when the temperature is: (a) 8 ºC

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(b) 25 ºC

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Primary mathematics: Back to basics

ANGLES MEASUREMENT

TEACHER INFORMATION Indicators Identifies angles in 2-D shapes. Constructs and orders angles.

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

Materials needed Ruler

Answers

1. (a) 4 right angles (c) 6 obtuse angles (e) 4 right angles

(b) 3 acute angles (d) 1 right angle, 2 acute angles

2. (a)

(b)

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Types of angles—right, acute, obtuse, 180º, 360º Ordering

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

right – 3 acute – 1 180º – 5 obtuse – 4 360º – 6 acute – 2

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4. Answers will vary

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ANGLES MEASUREMENT

1. Highlight, count and name the types of angles in each shape.

(a)

(b)

(c)

(b) 360º angle

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Teac he r

(e)

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2. Draw the following angles. (a) 180º angle

3. Label each angle and then order them from smallest (1) to largest (6). (a)

(b)

(c)

(d)

(e)

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(f)

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STUDENT NAME

(d)

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4. Draw two objects that have at least one of the following angles. (a) acute angle

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(b) obtuse angle

Primary mathematics: Back to basics

PERIODS OF TIME MEASUREMENT

TEACHER INFORMATION Indicators Estimates the length of tasks. Identifies times of events according to am, pm, morning, afternoon or evening.

r o e t s Bo r e p ok u S Calculates elapsed time.

Identifying time spans am and pm Estimating Calculating hours

Answers

1. Answers will vary 2. Answers will vary

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Teac he r

Concepts required

(b) am or pm (e) am or pm

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4. Answers will vary

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PERIODS OF TIME MEASUREMENT

1. Write three tasks that might take the following periods of time to complete. (a) a few minutes

(b) half an hour

(d) a few hours

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2. List five things you do in the morning, afternoon and evening. Estimate how long each usually takes. Time taken

Teac he r

Afternoon

Time taken

Evening

Time taken

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(b)

Complete homework

(d)

Arrive at school

(e) Watch TV

(f)

Leave school

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(a) Eat breakfast

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STUDENT NAME

Morning

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4. (a) Write down the current exact time. (b) What was the time an hour ago?

(d) What might you be doing two hours from now? (e) What were you doing three hours ago? (f) What might you be doing 12 hours from now? R.I.C. Publications®

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Primary mathematics: Back to basics

TIME MEASUREMENT

TEACHER INFORMATION Indicators Reads and records the time on analog and digital clocks. Calculates elapsed time.

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

Answers

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Teac he r

Reading analog and digital times Calculating elapsed time 24-hour time

1. (a) 2.30 (d) 4.25

(b) 4.45 (e) 6.50

2. (a) 0718 (d) 1201

(b) 2345 (e) 1940

3. (a) 11.15 am (d) 2.45 pm

(b) 3.05 am

4. (a) 1735 (d) 0030

(b) 2210

5. (a) 2 h 30 min. (d) 6 h 5 min. (g) 1 h 30 min.

(b) 3 h 15 min. (e) 2 hrs (h) 2 h 30 min.

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6. 6 h 30 min.

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7. 4 h 45 min.

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TIME MEASUREMENT

1. Write the time shown on these clocks. 11

2 3

9 8

(a)

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(b)

(c)

(d)

(e)

2 3

4 7

10 3

4 7

10 3

4 7

10 3

4 7

10 3

4 7

(f)

2. Write the digital 24-hour time on the clock faces.

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(b) 11.45 pm

(d) 12.01 am

(e) 7.40 pm

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(f) 10.10 pm

3. What time will it be three hours after these times?

4. What time will it be four hours after these times? (a) 1335

(b) 1810

(d) 2030

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STUDENT NAME

5. Work out how much time has passed between the following.

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(a) 7 am and 9.30 am

hrs

min.

(b) 10 am and 1.15 pm

hrs

min.

hrs

min.

(d) 11.55 pm and 6 am

hrs

min.

(e) 2010 and 2210

hrs

min.

(f) 1445 and 1530

hrs

min.

hrs

min.

(h) 2115 and 2345

hrs

min.

(g) 1725 and 1855

6. How much time is spent at school if you arrive at 8.45 am and leave at 3.15 pm?

7. Sarah left for a destination at 10.00 am and arrived at 2.45 pm. How long did she take to reach her destination?

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Primary mathematics: Back to basics

CALENDARS AND TIMETABLES MEASUREMENT

TEACHER INFORMATION Indicators Interprets information from a calendar. Interprets information from a timetable.

r o e t s Bo r e p ok u S Using a calendar Number of days, weeks, months Using a television timetable Reading time Calculating elapsed time

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Teac he r

Concepts required

Materials needed Current year calendar

Answers

45 min. (b) 10.00 am 2 hrs 30 min. (e) 2 hrs 30 min. Between 6.00 pm and 6.30 pm. Answers will vary

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CALENDARS AND TIMETABLES MEASUREMENT

1. Use this year’s calendar to answer the following questions. (a) Write down today’s day and date. (b) What will be the date in two weeks? (c) What was the date three weeks ago? (d) What months are before and after this month?

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(e) What will the date be three weeks after your birthday? (f) On what day is Christmas Day this year?

Teac he r

2. Use the television timetable to answer the questions. (a) How long does the afternoon children’s show run for?

(b) What time does the talk show start?

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6.00 7.00 8.00 9.00 9.45 10.00 11.00 11.30 12.00 2.30 3.15 4.00 5.00 6.00 6.30 7.00 7.30 10.00

Cartoons News World news Cooking adventures Fitness break Talk show News Creative ideas Movie Cooking adventures Totally children Quiz show News Sport and weather Current affairs The music show Football News update

(d) How long does the movie screen for?

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(e) How much time is scheduled for news in the morning?

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(f) If you watched both episodes of Cooking adventures, how long would it take?

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STUDENT NAME

(g) Write the months that have 30 days.

(g) When would be the best time to watch TV to see the weather forecast? (h) If you were going to spend 90 minutes watching TV, what programs might you choose? R.I.C. Publications®

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Primary mathematics: Back to basics

CHANCE AND PREDICTIONS CHANCE AND DATA

TEACHER INFORMATION Indicators Identifies outcomes from chance events. Predicts outcomes of chance events.

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

Understands the terms prediction, definitely, likely, unlikely and impossible.

1. (a) 1 out of 6

(b) 1 out of 2

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

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Teac he r

Answers

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CHANCE AND PREDICTIONS CHANCE AND DATA

(b) What are the chances of producing a tail when you toss a coin?

1. (a) What are the chances of rolling a three when you throw a die?

out of

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(b) I’ll go to bed tonight after I have

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(a) Tomorrow, the weather will be

(d) This homework activity will take

(e) At school tomorrow, the teacher will (f) I’ll have

to complete.

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for breakfast tomorrow.

3. Write ‘definitely’, ‘likely’, ‘unlikely’ or ‘impossible’ next to the events.

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(e) I will see the moon in the sky tonight.

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STUDENT NAME

2. Make predictions to complete the following statements.

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(f) I will play sport on the weekend. (g) I will read a book this week.

(h) I will eat pizza for dinner tomorrow night.

(i) I will watch television some time tomorrow. 4. When I’m 21, I will: (a) definitely

(b) probably

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Primary mathematics: Back to basics

DATA CHANCE AND DATA

TEACHER INFORMATION Indicators Categorises given data. Writes questions to decide what data should be collected for a survey. Constructs a Venn diagram using given data.

r o e t s Bo r e p ok u S Recognising appropriate categories Understanding of a survey Venn diagrams

Answers

1. Suggested categories: fruit, vegetables, junk food 2. (a) Answers may include – What is your favourite TV show? (b) Answers will vary 3.

Cereal

Toast

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Teac he r

Concepts required

Xiuxiu

Lucas

Natalie

Carlos

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Primary mathematics: Back to basics

Alex

Josh

Rose

Lee

Alison

Lauren

Molly

El Hadjii

Scott

Aymee Riko

Tane

Oliver

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Glenn

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DATA CHANCE AND DATA

Teac he r

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2. (a) If you were going to survey your friends to research what is the most popular television show, what question would you ask?

(b) List six television shows you would include in your survey.

3. Use the following data to create a Venn diagram.

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STUDENT NAME

1. Group the pictures below into three different categories. Complete the table by writing names for each category and then listing the foods.

Brett, Glen, Lucas, Alison, Xiuxiu, Natalie and Aymee all like cereal for breakfast. Josh, Rose, Lauren, El Hadjii and Scott prefer toast. Alex, Lee and Molly like both cereal and toast. Riko, Carlos, Tane and Oliver like neither cereal or toast.

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Toast

Primary mathematics: Back to basics

TABLES CHANCE AND DATA

TEACHER INFORMATION Indicators Analyses data provided in tables. Uses given data to complete a two-way table.

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

Answers

1. (a) Station promotions (b) 7 (d) Household products and supermarket specials 2.

Likes summer

Dislikes summer

Likes winter

Dislikes winter

Emily

Xin

Emily

Cooper

Logan

Alisha

Dylan

Alisha

Dylan

Isaac

Noah

Hannah

Noah

Ella

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Teac he r

Reading tables Correctly displaying data

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Primary mathematics: Back to basics

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TABLES CHANCE AND DATA

1. Use the table to answer the questions. Television advertisements Tally

Total

Motor vehicles

Household products

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Supermarket specials

Phone/Computer

Station promotions

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Takeaway food

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(a) Which types were shown most often? (b) How many car advertisements were shown? (c) How many advertisements were tallied altogether? (d) Which two types totalled 29?

2. Complete the two-way table using the information provided.

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STUDENT NAME

Type

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Emily likes summer, but not winter. Xin doesn’t like summer, but likes winter. Logan likes winter, but not summer. Cooper likes summer. Dylan likes summer and winter. Alisha dislikes summer and winter. Hannah likes winter. Isaac doesn’t like winter. Noah doesn’t like winter, but likes summer. Ella likes summer and winter.

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Primary mathematics: Back to basics

GRAPHS CHANCE AND DATA

TEACHER INFORMATION Indicators Displays given data on a strip graph. Displays given data on a pictograph. Analyses data on a bar graph.

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

Answers

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

Bangkok Bangkok Sydney Paris Rome London Tokyo Moscow New York

36 ºC 32 ºC 24 ºC 22 ºC 18 ºC 16 ºC 14 ºC 12 ºC

(b) New York

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Teac he r

Knowledge of strip graphs, pictographs and bar graphs. Ranking data

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Primary mathematics: Back to basics

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GRAPHS CHANCE AND DATA

1. The hair colour of 20 students was recorded. Black – 6 Brown – 5 Blonde – 6

Auburn – 3

Display the results as a strip graph.

Key 1 picture = 2 animals

2. Record the information given on a pictograph.

Teac he r

9 11

Favourite animals cats 4 lions snakes 2 crocodiles

6 5

elephants kangaroos

2 8

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Maximum temperatures for eight cities

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Moscow

Rome

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Paris

Tokyo

New York

Sydney

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(b) Which city recorded the lowest maximum temperature? (c) What is the range in maximum temperature between Rome and Moscow? (d) Rank the cities from highest to lowest recorded maximum temperature. Write the temperature for each.

Bangkok

40 38 36 34 32 30 28 26 24 22 20 18 16 14 12 10 8 6 4 2 0

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Degrees Celsius ºC

STUDENT NAME

dogs dolphins

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Primary mathematics: Back to basics