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Foreword Maths Games Book 3 is a book of games designed to reinforce and consolidate a variety of mathematical concepts with an emphasis on language. Children need to develop their mathematical vocabulary so that they can talk about, improve and relate their mathematical ideas. If children do not have this vocabulary to talk about and understand mathematical operations, they may not progress. According to Pollock and Waller (1994), ‘.... extra lessons which consist of more of the same, can aggravate students’ feelings of failure and convince them that they will never be able to do maths’. Hence, playing games is an ideal way to reinforce concepts and gain consolidation.

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Maths Games Book 3 will motivate children to explore and learn mathematics in the safe and familiar environment of game playing.

Play allows children to move from their actual stage of development to a higher zone called the zone of potential development. Lev Vygotsky

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Early childhood play fades to become games with rules which help children to take part in society. Piaget, Bruner, Vygotsky Other titles in this series are: Maths Games Book 1 Maths Games Book 2

Contents

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Foreword/Contents .......................................................................................... i Teachers Notes ........................................................................................ ii – iii Curriculum Links .................................................................................... iv – vii Blank Game Proformas ....................................................................... viii – xii Ugly Bug Rounders ................................................................................... 1 – 2 Track Your Fractions ............................................................................... 3 – 11 Football Maths ....................................................................................... 12 – 22 Time for ... ............................................................................................... 23 – 27 Time to ... ................................................................................................ 28 – 32 Alien Maths ............................................................................................ 33 – 49 Number Trail .......................................................................................... 50 – 54 If you Go into ... ...................................................................................... 55 – 58 Car and Bike Rally ................................................................................. 59 – 68 Squish ............................................................................................................. 69 Volume Squish ................................................................................. 70 – 71 Perimeter Squish ............................................................................. 72 – 73 Scale Squish .................................................................................... 74 – 75 Area and Perimeter Squish ........................................................... 76 – 77 2-D Shape Squish ............................................................................ 78 – 79 Time Squish ...................................................................................... 80 – 84 Fraction Squish ................................................................................ 85 – 86 3-D Shape Squish ............................................................................ 87 – 88 Answers ................................................................................................. 89 – 94 Prim-Ed Publishing – www.prim-ed.com

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Teachers Notes Maths Games Book 3 has been written for children to reinforce and consolidate mathematical concepts. It is predicted that most children will use concrete materials (such as blocks or a number line) to help calculate the answers to the sums at first. After playing the games a number of times, children may not require the concrete materials but will answer the questions through automatic recall and by using mental strategies. Assistance from more able children, the teacher and other adult helpers should also decline over time. The rules of each game are explained clearly on a teachers page. Children who are capable of playing the games without adult assistance can also help other groups playing the same game. Each game board is accompanied by a teachers page. Objectives to match each game are included so that results can be transferred to assessment records.

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Fraction Squish Objective

Identifies parts of a whole as fractions, decimal and percentages.

Number of players The game is for two to four players.

What you need to play the game • • • •

The materials required to play the game are listed.

die calculator one ‘Squish’ game board four sets of different coloured counters (16 counters altogether)

How to play

The recommended number of players for each game is shown.

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1. Each player decides which character to be. The child places his/her four same-colour counters on each of the four characters. The aim is to take each counter across the game board to the opposite side. 2. Each player moves in turn, by throwing a die and moving a counter the corresponding number of spaces. Players can move in a straight line forwards only. Players may not move diagonally. 3. As players land on a box with a shape, they follow the instruction that matches the number on the die. Players calculate ... what fraction is shaded

the fraction shaded as a decimal

Explicit instructions are included.

the percentage shaded; e.g., 1/8 = 0.125 = (0.125 x 100) =12.5% Objective: Identifies parts of a whole as fractions, decimal and percentages.

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An icon to show the recommended number of players helps children to choose games easily.

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An objective to match the game is given so that activities can be included as a record of pupil achievement in assessment portfolios.

Maths Games 86

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Objective: Identifies parts of a whole as fractions, decimal and percentages.

Instructions are included where appropriate.

An example of the game board is shown.

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4. If a player lands on an opponent’s counter, the opponent is ‘squished’ and sent back to start the journey again. 5. The game ends when one player has reached the opposite side of the game board with all four counters. * Players may require a calculator to calculate percentages.

Blank Game Proformas Blank game boards have been included on pages viii to xii for teachers to customise. The game boards will suit children or groups who require further consolidation (or overlearning) but with different sums. Teachers will also be able to extend children using the blank game proformas by writing more challenging sums in the appropriate places. Answers Answers for games that require them have been included on pages 89 – 94. Prim-Ed Publishing – www.prim-ed.com

Maths Games

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Teachers Notes Educational games have considerable value in classrooms. Play coordinates learning by: • bringing together different types of learning, • helping children understand ideas, feelings and relationships, • helping children to make connections.

Games: aid understanding of rules, help children face challenges in a ‘safe’ environment, give children a sense of belonging, make children feel secure.

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• • • •

The use of games and puzzles in the classroom can provide the opportunities for many skills to be developed and consolidated. Children will tackle unfamiliar problems and processes, learning skills such as mathematical decision making and reasoning mathematically. Maths games can also build and improve communication skills as many of the games and activities require paired or grouped participation. • • • • • • •

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Games and activities also:

help stimulate the use of mathematical language, are highly motivational because the child is actively participating and is in control, involve immediate feedback and an element of competition, have well-defined limits and directions, are meaningful experiences, somewhere between concrete reality and abstract work, can be used to consolidate class work or to encourage and enable a child to extend his or her skills, can be fun for adults too!

Suggestion for classroom and home use

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Objective: Practises dividing by six and reinforces mathematical language.

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• Games stored with all materials required (such as dice and counters) in a polythene bag.

• Games could be marked with coloured stickers indicating the level of activity to accommodate the needs of the children.

• Games could be organised and labelled to reflect the strand of the mathematics curriculum they reinforce.

54 divided by 6

1st try

divide 0 by 6

share 36 among 6 2nd try

3rd try

share 30 among 6

group 24 in 6s

60 divided by 6

4th try

start

48 in groups of 6 group 42 in 6s

Time to Get the Genie out of the Lamp!

Maths Games 29

• Consider different systems for storing or displaying games; for example, in polythene holders with instructions glued to the front. Games can be stored according to the concept, such as all multiplication games and activities kept together and correctly sequenced.

12 in groups of 6

divide 6 equally in 6s

How long will it take?

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• Photocopy the games (at A4 or enlarge to A3) onto coloured card and laminate them. Game boards can be coloured in by children before laminating to encourage ‘ownership’.

48 ÷ 6

6÷6

0÷6 42 ÷ 6

12 ÷ 6

24 ÷ 6

36 ÷ 6

start

18 ÷ 6

60 ÷ 6 30 ÷ 6 1st try

2nd try

3rd try

4th try

• Classroom assistants are ideal partners to aid children who require ‘overlearning’. • Consider using children to ‘buddy’ less able children, not only to teach them how to play but to aid them during the game. • Encourage children (once they know how to play the game) to take their game home and play it with adults and friends as ‘homework’. • Remember that parents want to help their children but not all know how to help. Games are an ideal format to empower parents in a ‘safe’ environment. The mathematical concepts that have been taught in the classroom can be reinforced and consolidated at home. Prim-Ed Publishing – www.prim-ed.com

Maths Games

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Curriculum Links Game

Country Year/ Strand

Objective

Level

England

5

Numbers and the number system N. Ireland KS2 Number Scotland

D

Wales

Track Your Fractions (Pages 3–11)

England

Number, money and measurement KS2 Number

5

Numbers and the number system

N. Ireland KS2 Number

Wales Football Maths (Pages 12–22)

England

D

Number, money and measurement KS2 Number 6

Numbers and the number system

N. Ireland KS2 Number

Time for... (Pages 23–27)

Number, money and measurement KS2 Number

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Wales

E

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Scotland

England

6

Calculations

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N. Ireland KS2 Number Scotland

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Wales

Time to... (Pages 28–32)

England

C

Number, money and measurement KS2 Number

6

Calculations

N. Ireland KS2 Number

Scotland Wales

C

• relate fractions to division, and use division to find simple fractions of numbers • (d) understand and use decimal fractions • find simple fractions of quantities • (1.4) understand and use fractions to estimate proportions of a whole

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Scotland

• round a number with one decimal place to the nearest integer • (c) approximate numbers • (d) understand and use decimals • round any number to the nearest appropriate whole number • (1.2) round integers • (1.3) understand decimals

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Ugly Bug Rounders (Pages 1–2)

Number, money and measurement KS2 Number

• recognise equivalence between decimals and fractions • express simple fractions as percentages • (d) understand the equivalence of simple fractions and explore the relationship between fractions and percentages • work with fractions and percentages • (1.4) recognise the equivalence of decimals, fractions and percentages • consolidate knowing by heart multiplication facts up to 10x10 • (a) know the multiplication facts to 10x10 • multiply mentally within the confines of tables to 10 • (2.3) know the multiplication facts to 10x10 • derive quickly division facts corresponding to tables up to 10x10 • (a) know the multiplication facts to 10x10 • (b) appreciate that multiplication and division are inverse operations • mentally divide within the confines of all tables to 10 • (2.3) know the multiplication facts to 10x10 and use them to derive quickly the corresponding division facts

Prim-Ed Publishing – www.prim-ed.com

Maths Games

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Curriculum Links Game

Country Year/ Strand

Objective

Level

England

6

Calculations

N. Ireland KS2 Number

Wales

If you go into... (Pages 55–58)

England

C

Number, money and measurement KS2 Number

4

Calculations

6

Calculations

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N. Ireland KS2 Number

Number, money and measurement

in

Scotland B/C

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Car and Bike Rally (Pages 59–68)

England

• consolidate knowing by heart all addition and subtraction facts for all numbers to 20 • consolidate knowing by heart multiplication facts up to 10x10 • derive quickly division facts corresponding to tables up to 10x10 • consolidate knowledge of addition and subtraction facts to 20 • (a) know the multiplication facts to 10x10 • (b) appreciate that multiplication and division are inverse operations • (B) add and subtract mentally for numbers 0–20 and beyond 20 • (C) multiply and divide mentally within the confines of all tables to 10 • (2.3) consolidate knowledge of addition and subtraction facts for numbers to 20 • (2.3) know the multiplication facts to 10x10 and use them to derive quickly the corresponding division facts

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Scotland

• consolidate knowing by heart multiplication facts up to 10x10 • derive quickly division facts corresponding to tables up to 10x10 • (a) know the multiplication facts to 10x10 • (b) appreciate that multiplication and division are inverse operations • mentally multiply and divide within the confines of all tables to 10 • (2.3) know the multiplication facts to 10x10 and use them to derive quickly the corresponding division facts

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Alien Maths (Pages 33–49) and The Number Trail (Pages 50–54)

KS2 Number

4/5

Calculations

6

Calculations

3

Solving problems

5

Numbers and the number system

• identify near doubles, using known doubles • use known number facts and place value to add mentally, including any pair of two–digit whole numbers • multiply using partitioning • consolidate knowing by heart multiplication facts up to 10x10 derive quickly division facts corresponding to tables up to 10x10 • find money totals • recognise all coins and notes • relate fractions to division and use division to find simple fractions of numbers Prim-Ed Publishing – www.prim-ed.com

Maths Games

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Curriculum Links Game

Country Year/ Strand

Objective

Level

Number, money and measurement

C

Number, money and measurement

D

Number, money and measurement

KS2 Number

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• (a) consolidate knowledge of addition and subtraction facts • (a) add mentally two two-digit numbers • (a)know multiplication facts to 10x10 and use these facts when solving problems • (a) use addition to solve money problems • (b) engage in a range of activities to develop understanding of the four operations of number and their interrelationships • (b) add decimals • (d) understand and use fractions • add and subtract mentally numbers 0– 20 and beyond • add 2 digit numbers without a calculator • add money to £20 • mentally multiply and divide within the confines of all tables to 10 • multiply 2–digit number by a single digit number • find simple fractions of 2–digit numbers • add and subtract mentally for 2 and 3 digit whole numbers, involving multiples of 10 or 100 • add 4 digits with two decimal places • (1.3) extend understanding of decimals with no more than two decimal places • (2.3) consolidate knowledge of addition and subtraction facts and use these, along with knowledge of place value to mentally obtain further results • (2.3) know the multiplication facts to 10x10 and use them to derive quickly the corresponding division facts • (2.3) develop a range of mental methods for finding from known facts those that they have not learned • (2.4) develop a variety of mental methods of computation • (2.6) calculate fractions of quantities

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N. Ireland KS2 Number

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Car and Bike Rally (Pages 59–68) (continued)

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Maths Games

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Curriculum Links Game

Country Year/

Strand

Objective

Measures, shape and space Measures, shape and space Measures, shape and space

• classify 3–D shapes, referring to properties

Level

3 4 5

5/6 6

N. Ireland KS2

Measures, shape and space Calculations

Number Shape and space

KS2

Measures

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KS2

C

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Wales

Number, money & measurement

D

Number, money & measurement

D

Shape, position & movement

KS2

• describe and visualise 2–D shapes • read time from an analogue clock • understand area measured in square centimetres • calculate perimeters of rectangles and regular polygons • use 24–hour clock notation • record readings from scales to a suitable degree of accuracy • recognise equivalence between decimal and fraction forms • express simple fractions as percentages • (d) use fractions, decimals and percentages and explore relationships between them • (a) classify 2–D shapes through examination of sides • (b) name common 2–D shapes • (b) investigate the number of faces, edges and vertices on 3–D shapes • (d) interpret numbers on a range of measuring instruments • (h) calculate areas of simple shapes • (h) calculate perimeters of simple shapes • (h) find volumes by counting cubes • (k) recognise times on the analogue clock • (k) understand the relationship between the 12 and 24–hour clocks, including am and pm • measure area of rectangles in standard units • read scales on measuring devices to the nearest graduation, where the value of an intermediate graduation may need to be deduced • work with fractions and equivalence of decimals • calculate perimeter of simple shapes • estimate small volumes in standard units • use 24–hour times and equate with 12–hour times • discuss 2–D shapes and refer to sides • recognise pentagon and hexagon • discuss 3–D shapes referring to faces, edges and vertices • (1.2) recognise geometric features of 2–D and 3–D shapes • (1.4) recognise the equivalence between decimal, fraction and percentage forms • (3.1) recognise the equivalence between 12– and 24– hour clock times • (3.2) read scales to an increasing degree of accuracy • (3.3) find areas by counting methods • (3.3) find perimeters of simple shapes • (3.3) find volumes by counting method

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England

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Squish (Pages 69–88)

Shape, space & measures

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VFootball Maths ie w in g Sa m pl e

Blank Game Proforma – Football Maths

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Alien Maths

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Blank Game Proforma – Alien Maths

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Start

Follow the dinosaur tracks through the jungle. Who will find him first?

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If you go down in the jungle … !

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Blank Game Proforma – If you go down in the jungle!

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Maths Games

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Your bike can only move to the next cloud if you have the right answer!

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Go forward 2

Miss a turn

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Blank Game Proforma – Bike Rally

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Maths Games xii

Ugly Bug Rounders Objective Reinforces and consolidates the concept of rounding to the nearest whole number.

Number of players The game is for two players.

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What you need to play the game • game board • counters (one per player) • two dice

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How to play

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1. The first player rolls the two dice and adds the numbers shown. 2. The player moves the corresponding number of places. 3. When a player lands on a number, he/she decides whether it is a number that you round up or round down. • If the number in the tenths place is .5 or more, the player must round up to the nearest whole number. The player moves his or her counter to that number. • If the number in the tenths place is less than .5, he/she must round down to the whole number. The player moves his or her counter to that number. 4. If a player shakes the dice and lands on a black space, he/she cannot round up or down and so remains there until his/her next turn. 5. Each player takes a turn moving appropriately. 6. The first player to reach the target is the winner.

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Objective: Reinforces the concepts of rounding to the nearest whole number

3.8

Ugly Bug Rounders!

3.7

3.6

3.9

3.5

7.6

3.4

7.5

3.3

7.4

3.2

7.3

3.1

7.2

7.1

3

2.9

2.8

2.7

2.6

7

6.9

6.8

6.7

6.6

2.4

2.5

2.2

6.5 6.4

4

7.7

10

4.1

9.9

9.4

.

9.5

7.8 Prim-Ed Publishing – www.prim-ed.com

7.9 4.3

1.9 6.1

9.1

8 8.1

4.4

2 6.2

9.2

9.7

8.2

8.3

8.4

8.5

8.6

8.7

8.8

8.9

2.1

6.3

9.3

9.6

9.8

4.2

2.3

1.8

9

6 1.7

4.5 4.6

4.7

4.8

4.9

5

5.1

5.2

5.3

5.4

5.5

5.6

5.7

5.8

5.9 1.6

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0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

1

1.1

1.2

1.3

1.4

1.5

2

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Maths Games

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Maths Games

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0

4.5

4.4

4.3

4.2

4.1

4

3.9

3.8

0.1

4.6

0.2

0.3

8.3

0.4

0.5

5

0.6

0.7

7

0.8

6.9

2.9

0.9

5.4

1

1.1

9

2.6

1.2

2.5

1.3

2.4

1.4

5.9

6

6.1

6.2

6.3

6.4

6.5

5.8

9.1

9.2

9.3

6.6

5.7

9.4

6.7

2.7

5.6

8.9

9.5

6.8

2.8

5.5

8.8

9.6

8.7

5.3

8.6

9.7

7.1

3.1

5.2

8.5

5.1

8.4

9.8

7.2

3.2

9.9

7.3

3.3

10

7.4

3.4

4.9

8.2

7.5

3.5

4.8

8.1

7.6

3.6

4.7

8

7.9

7.8

7.7

3.7

3

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Objective: Reinforces the concepts of rounding to the nearest whole number.

1.5

1.6

1.7

1.8

1.9

2

2.1

2.2

2.3

Track Your Fractions Objective Reinforces and consolidates the ability to calculate parts of whole numbers.

Number of players What you need to play the game game board timer or clock with second hand adult or helper calculator (depending on ability of child)

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• • • •

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The game is for one player.

How to play

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1. Child or teacher/helper chooses which track is to be targeted. 2. Adult times the player moving around the track. Player reads aloud the answers with the adult giving help if necessary. 3. When the player has finished, the adult records the time taken in the first try box. Subsequent attempts can be recorded. Players should attempt to beat only their own scores.

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Objective: Reinforces the ability to calculate parts of whole numbers.

1/ 2 of 14

1/ 2 of 30

1/ 2 of 80

1/ 2 of 18

1/ 2 of 90

1/ 2 of 50 1/ 2 of 60

Track Your Fractions – 1

1/ 2 of 44

Work out the fractions. How long did it take you?

half of eighty-two

1/ 2 of 100

Track 1 half of thirty

1/ 2 of 36

Track 2

Track 2

half of ninety

Maths Games

half of fifty

half of forty-four

half of sixty-six

half of twentyeight

half of twentysix

half of a hundred

half of thirty-six

Track 1

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half of eighty

1/ 2 of 70

4

Start

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Maths Games

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Maths Games

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half of ninety

half of thirty

half of fifty

half of eighty-two

half of eighty

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1/ 2 of 30

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1/ 2 of 14

1/ 2 of 80

1/ 2 of 18

1/ 2 of 90

half of forty-four

half of sixty-six

Track 2

Track 1

half of twentyeight

Work out the fractions. How long did it take you?

half of twentysix

half of a hundred

half of thirty-six

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Track Your Fractions – 1

1/ 2 of 70

Objective: Reinforces the ability to calculate parts of whole numbers.

Track 1

1/ 2 of 50

Start

Track 2

1/ 2 of 36

1/ 2 of 100

1/ 2 of 44

1/ 2 of 60

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Maths Games

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2/ 4 of 16

2/ 4 of 60

2/ 4 of 32

2/ 4 of 100

2/ 4 of 48

g

1/ 4 of 40

in

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1/ 4 of 32

1/ 4 of 36

1/ 4 of 24

1/ 4 of 20

2/ 4 of 20

2/ 4 of 12

Track 2

Track 1

Work out the fractions. How long did it take you?

2/ 4 of 44

2/ 4 of 24

2/ 4 of 28

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2/ 4 of 80

Track Your Fractions – 2

1/ 4 of 44

Objective: Reinforces the ability to calculate parts of whole numbers.

Track 1

1/ 4 of 12

Start

Track 2

1/ 4 of 4

1/ 4 of 28

1/ 4 of 16

1/ 4 of 8

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Maths Games

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quarter of four

quarter of forty

quarter of twentyfour

quarter of thirty-two

quarter of zero

g

2/ 4 of 12

in

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1/ 4 of 16

3/ 4 of 20

2/ 4 of 4 1/ 4 of 40

quarter of twentyeight

quarter of eight

Track 2

Track 1

quarter of twenty

Work out the fractions. How long did it take you?

quarter of twelve

quarter of sixteen

quarter of thirty-six

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Track Your Fractions – 3

3/ 4 of 36

Objective: Reinforces the ability to calculate parts of whole numbers.

Track 1

3/ 4 of 28

Start

Track 2

2/ 4 of 8

3/ 4 of 24

1/ 4 of 24

2/ 4 of 32

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quarter of eightyfour

quarter of forty-four

quarter of sixty-four

quarter of sixty-eight

quarter of ninety-two

g

2/ 4 of 100

in

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1/ 4 of 88 3/ 4 of 96

2/ 4 of 48

1/ 4 of 80

quarter of eighty

quarter of fifty-two

Track 2

Track 1

quarter of hundred

Work out the fractions. How long did it take you?

quarter of seventysix

quarter of fortyeight

quarter of eightyeight

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Track Your Fractions – 4

3/ 4 of 44

Objective: Reinforces the ability to calculate parts of whole numbers.

Track 1

3/ 4 of 76

Start

Track 2

2/ 4 of 60

3/ 4 of 56

1/ 4 of 92

2/ 4 of 84

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2/ 3 of 51

2/ 3 of 69

2/ 3 of 24

2/ 3 of 72

2/ 3 of 99

g

1/ 3 of 36

in

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1/ 3 of 54

1/ 3 of 63 1/ 3 of 57

1/ 3 of 66

2/ 3 of 42

2/ 3 of 33

Track 2

Track 1

Work out the fractions. How long did it take you?

2/ 3 of 66

2/ 3 of 60

2/ 3 of 90

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2/ 3 of 30

Track Your Fractions – 5

1/ 3 of 78

Objective: Reinforces the ability to calculate parts of whole numbers.

Track 1

1/ 3 of 48

Start

Track 2

1/ 3 of 30

1/ 3 of 81

1/ 3 of 96

1/ 3 of 33

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Maths Games

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tenth of eighty

tenth of twenty

tenth of thirty

tenth of forty

tenth of fifty

g

8/ 10 of 90

in

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6/ 10 of 50

4/ 10 of 50

5/ 10 of 80 4/ 10 of 60

tenth of ninety

tenth of sixty

Track 2

Track 1

tenth of a hundred

Work out the fractions. How long did it take you?

tenth of zero

tenth of seventy

tenth of ten

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Track Your Fractions â€“ 6

1/ 10 of 100

Objective: Reinforces the ability to calculate parts of whole numbers.

Track 1

7/ 10 of 90

Start

Track 2

2/ 10 of 70

9/ 10 of 60

2/ 10 of 80

3/ 10 of 50

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Maths Games 10

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fifth of thirty-five

fifth of thirty

fifth of twenty-five

fifth of zero

fifth of five

g

4/ 5 of 20

in

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2/ 5 of 0 3/ 5 of 5

2/ 5 of 10

4/ 5 of 35

fifth of fifteen

fifth of forty

Track 2

Track 1

fifth of fifty

Work out the fractions. How long did it take you?

fifth of ten

fifth of twenty

fifth of forty-five

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Track Your Fractions – 7

3/ 5 of 15

Objective: Reinforces the ability to calculate parts of whole numbers.

Track 1

3/ 5 of 30

Start

Track 2

1/ 5 of 40

2/ 5 of 50

4/ 5 of 45

1/ 5 of 25

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Maths Games 11

Vi

fifth of eighty-five

fifth of seventy

fifth of eighty

fifth of ninety-five

fifth of fifty

g

4/ 5 of 95

in

ew

2/ 5 of 50 3/ 5 of 55

2/ 5 of 85

4/ 5 of 60

fifth of fifty-five

fifth of sixty

Track 2

Track 1

fifth of hundred

Work out the fractions. How long did it take you?

fifth of sixty-five

fifth of seventyfive

fifth of ninety

pl e

Sa m

Track Your Fractions – 8

3/ 5 of 100

Objective: Reinforces the ability to calculate parts of whole numbers.

Track 1

3/ 5 of 90

Start

Track 2

1/ 5 of 75

2/ 5 of 65

4/ 5 of 85

1/ 5 of 55

Football Maths Objective Recognises fractions, decimals and percentages that are equivalent.

Number of players The game is for two players.

What you need to play the game

Sa m

How to play

pl e

• selected pair of game boards (two sheets; e.g. Football Maths 1, game boards A and B) • coloured counters

in

g

1. Each player takes a game board (either A or B). 2. The first player chooses a coloured counter and puts it on a jersey or ball on his or her game board. 3. The player asks the opponent to put a corresponding colour of counter on a jersey or ball which is the equivalent fraction, decimal or percentage. (Remember, the equivalents on each game board will be in different places.) 4. The second player places a different coloured counter on a jersey or ball and gives similar instructions to his/her opponent. 5. The game ends when all the jerseys or balls have been covered. 6. An adult/helper may be required to check that the answers are correct.

ew

Blank game proforma

A blank game proforma has been provided on page viii, for teachers to customise, according to the needs and abilities of the children in their class.

Vi

Objective: Recognises equivalent fractions.

Football Maths – 1 8

Prim-Ed Publishing – www.prim-ed.com Maths Games 13

2/

16

1/ 7

2

18

6

5

1/

2/

1/

2/

1/ 10

2/

2/

10

1/

3

A

Prim-Ed Publishing – www.prim-ed.com

Maths Games 12

Prim-Ed Publishing – www.prim-ed.com

Maths Games 13

6

1/

16

2/

2/ 8

18

2/

10

2/

1/ 10

1/ 2

1/ 3

2/ 5

V Football Maths – 1 ie w in g Sa m pl e

Objective: Recognises equivalent fractions.

1/

7

A

Prim-Ed Publishing – www.prim-ed.com

Maths Games 14

5

1/

14

2/

4

2/

8

1/

12

2/

2/ 20

1/ 4

2/ 6

4/ 10

V Football Maths – 1 ie w in g Sa m pl e

Objective: Recognises equivalent fractions.

1/

9

B

Prim-Ed Publishing – www.prim-ed.com

Maths Games 15

6

2/

3/ 5

8

6/

2

2/

1

5

2/

1/ 4

1/

3

2

2/

V Football Maths – 2 ie w in g Sa m pl e

Objective: Recognises equivalent fractions.

2/ 10

A

Prim-Ed Publishing – www.prim-ed.com

Maths Games 16

4

2/

3/

4

5

1/

2/

8

3

3/

6

4/

4/ 10

1

6/ 10

V Football Maths – 2 ie w in g Sa m pl e

Objective: Recognises equivalent fractions.

1/ 3

B

Prim-Ed Publishing â€“ www.prim-ed.com

Maths Games 17

0.9

2/

5

1/ 4

0.2

0.75

0.5

5

4/

2/ 4

3/ 5

3/ 10

V Football Maths â€“ 3 ie w in g Sa m pl e

Objective: Recognises fractions and decimals that are equivalent.

A

Prim-Ed Publishing â€“ www.prim-ed.com

Maths Games 18

0.8

0.5

10

9/

5

1/

0.4

0.3

0.25

2

0.6

1/

V Football Maths â€“ 3 ie w in g Sa m pl e

Objective: Recognises fractions and decimals that are equivalent.

3/

4

B

Prim-Ed Publishing â€“ www.prim-ed.com

Maths Games 19

10

9/

2

1/

80%

30%

20%

5

2/

10

7/

25%

1/

10

V Football Maths â€“ 4 ie w in g Sa m pl e

Objective: Recognises fractions and percentages that are equivalent.

5

75%

3/

A

Prim-Ed Publishing â€“ www.prim-ed.com

Maths Games 20

60%

10%

40%

5

90%

1/

4

1/

4/ 5

50%

3/

10

V Football Maths â€“ 4 ie w in g Sa m pl e

Objective: Recognises fractions and percentages that are equivalent.

70%

3/ 4

B

Prim-Ed Publishing â€“ www.prim-ed.com

Maths Games 21

40%

50%

0.2

0.3

0.6

25%

70%

0.1

80%

0.9

0.75

V Football Maths â€“ 5 ie w in g Sa m pl e

Objective: Recognises decimals and percentages that are equivalent.

A

Prim-Ed Publishing â€“ www.prim-ed.com

Maths Games 22

90%

0.25

10%

75%

60%

0.5

0.8

0.7

0.4

20%

30%

V Football Maths â€“ 5 ie w in g Sa m pl e

Objective: Recognises decimals and percentages that are equivalent.

B

Time for … Objective Practises and consolidates multiplication. Reinforces mathematical language.

Number of players The game is for one player.

pl e

What you need to play the game

Sa m

• selected game board • timer • adult helper

How to play

ew

in

g

1. Player or teacher/helper chooses which track is to be targeted: • top track – reinforces numerical multiplication only. • bottom track – reinforces numeracy and the language of multiplication. 2. Adult times the player moving around the track. Player says the answers aloud.* 3. Adult gives help if necessary. When finished, the adult records the time taken. 4. The time taken is written in the ‘1st try’ box. Subsequent attempts can be recorded. Players should attempt to beat only their own score. * As an alternative to verbally telling the answer, the player can write the answer underneath each sum. These sheets can be laminated and used with a marker pen for subsequent children to use.

Vi

Objective: Practises recalling the six times table and reinforces mathematical language.

3x6

0

6x0

4x6

6x6

6x1

6x5

6x1

6x9 2x6

8x6

1st try

2nd try

3rd try

4th try

Time for Horse Jumping! How long will it take to jump all the hedges? d

Prim-Ed Publishing – www.prim-ed.com

ltiplie 3 mu y 6 b

ct of produ d 6 4 an

es 5

6 tim

6 lots ly 7 multip 6 by

f6

ups o

2 gro

Maths Games 24

1st try

2nd try

3rd try

4th try

ct of produ d 9 6 an

6

f 10 lots o

of 0

es 6

6 tim

ly 8 multip 6 by

Prim-Ed Publishing – www.prim-ed.com

Maths Games 23

Prim-Ed Publishing â€“ www.prim-ed.com

Maths Games 24

Vi

2nd try

3rd try

4th try

in

4x6

2x6

of 6

ct of produ d 9 6 an

ups 2 gro

6 tim

es 5

f 10

o 6 lots

ply 7 multi 6 by

ct of produ d 6 4 an

6 lots

How long will it take to jump all the hedges?

8x6

6x0

of 0

6x5

es 6

6 tim

ply 8 multi 6 by

2nd try

0

6x1

1st try

g Time for Horse Jumping! Sa m pl e

d ltiplie u m 3 by 6

6x9

6x6

ew

6x1

3x6

Practises recalling the six times table and reinforces mathematical language.

1st try

Objective:

3rd try

4th try

Prim-Ed Publishing â€“ www.prim-ed.com

Maths Games 25

1st try

Objective:

2nd try

Vi

9

2x

7x

6g

7

so

7t

f7

4th try

p rou

3rd try

i

s me

0

y7

by

5

0 7 lots of 1

3

by 7

4m ultip by 7 lied

iply 8

mult

1st try

2nd try

3rd try

1x7

4th try

10 x 7

6x

7

3

x7

How long will it take to get to the circus?

8x7

4x7

lt mu

5x

7

inTime for theg Circus! Sa m pl e

ipl

ew of ct 9 u od d pr 7 an

7 times

Practises recalling the seven times table and reinforces mathematical language.

0x

ts o f

7

7 lo

prod uct and of 1 7

2

Prim-Ed Publishing â€“ www.prim-ed.com

Maths Games 26

Vi

6 groups of 8

8x9

2x8 4x8

8x8

How long will it take to score a goal?

1x8

multiply 8 by 7

1st try

10 x 8

2nd try

3rd try

6x8

4th try

5x8

pl e 3x8

4th try

8 lots of 2

0x8

product of 1 and 8

3rd try

4 multiplied by 8

2nd try

Sa m

8 times 3

g

in

product of 8 and 9

multiply 8 by 5

ew

8 times 0

1st try

Practises recalling the eight times table and reinforces mathematical language.

Time for Football!

Objective:

8 lots of 10

Time for Climbing! How long will it take to put the flag on top of the mountain? finish

finish

9 lots of 9

pl e

9x9 product of 9 and 1

4x9

10 x 9

4 multiplied by 9

Objective:

g

10 groups of 9

8x9

1x9

in

multiply 7 by 9

6x9

product of 5 and 9

ew

3x9

5x9

9 times 3

Vi

Practises recalling the nine times table and reinforces mathematical language.

multiply 9 by 6

2x9

Sa m

9 lots of 2

9 times 8

0x9

start 1st try

2nd try

start 3rd try

4th try

1st try

2nd try

3rd try

4th try

Prim-Ed Publishing â€“ www.prim-ed.com

Maths Games 27

Time to … Objective Practises and consolidates division. Reinforces mathematical language.

Number of players The game is for one player.

pl e

What you need to play the game • selected game board • timer • adult helper

Sa m

How to play

ew

in

g

1. Player or teacher/helper chooses which track is to be targeted: • top track – reinforces numeracy and the language of division. • bottom track – reinforces numerical division only. 2. Adult times the player moving around the track. Player says the answers aloud.* 3. Adult gives help if necessary. When finished, the adult records the time taken. 4. The time taken is written in the 1st try box. Subsequent attempts can be recorded. Players should attempt to beat only their own score. * As an alternative to verbally telling the answer, the player can write the answer underneath each sum. These sheets can be laminated and used with a marker pen for subsequent children to use.

Vi

Objective: Practises dividing by six and reinforces mathematical language.

12 in groups of 6

divide 6 equally in 6s

54 divided by 6

1st try

divide 0 by 6

share 36 among 6 2nd try

3rd try

share 30 among 6

48 in groups of 6

group 24 in 6s

60 divided by 6

4th try

start

group 42 in 6s

Time to Get the Genie out of the Lamp! Prim-Ed Publishing – www.prim-ed.com

How long will it take? 48 ÷ 6

6÷6

0÷6 42 ÷ 6

12 ÷ 6

24 ÷ 6

36 ÷ 6

Maths Games 29

start

18 ÷ 6

60 ÷ 6 30 ÷ 6 1st try

2nd try

3rd try

4th try

Prim-Ed Publishing – www.prim-ed.com

Maths Games 28

Prim-Ed Publishing – www.prim-ed.com

Maths Games 29

Objective:

Vi

start

12 ÷ 6

1st try

54 divided by 6 share 36 among 6

in

ew

12 in groups of 6

60 divided by 6

divide 0 by 6

0÷6

share 30 among 6

group 24 in 6s

48 ÷ 6

3rd try

60 ÷ 6

6÷6

4th try

36 ÷ 6

30 ÷ 6

42 ÷ 6

How long will it take?

1st try

24 ÷ 6

g Time to Get the Genie SaLamp! out of the m pl e

2nd try

divide 6 equally in 6s

Practises dividing by six and reinforces mathematical language.

2nd try

3rd try

18 ÷ 6

group 42 in 6s

4th try

48 in groups of 6

start

Prim-Ed Publishing – www.prim-ed.com

Maths Games 30

1st try

Objective:

Vi

21 in groups of 7

in

ew

70 divided by 7

divide 63 by 7

share 35 among 7

group 28 in 7s

0÷7

group 42 in 7s

7÷7

35 ÷ 7

70 ÷ 7

21 ÷ 7

1st try

42 ÷ 7

2nd try

How long will it take to get there?

3rd try

4th try

g Time to GoSto School! am pl e

divide 14 equally in 7s

4th try

56 ÷ 7

3rd try

14 ÷ 7

2nd try

7 divided by 7

share 49 among 7

Practises dividing by seven and reinforces mathematical language.

28 ÷ 7

49 ÷ 7

56 in groups of 7

Prim-Ed Publishing – www.prim-ed.com

Maths Games 31

Objective:

32 ÷ 8

8 divided by 8

Vi

divide 16 equally in 8s

2nd try

64 ÷ 8

1st try

80 ÷ 8

8÷8

40 in groups of 8

4th try

80 divided by 8

divide 72 by 8 share 32 among 8

48 ÷ 8

56 ÷ 8

16 ÷ 8

0÷8

How long will it take to slay the dragon?

iTime ng to Save a Princess! Sa m pl

share 56 among 8

ew

3rd try

Practises dividing by eight and reinforces mathematical language.

e

1st try

24 ÷ 8

group 48 in 8s

2nd try

group 64 in 8s

3rd try

72 ÷ 8

4th try

24 in groups of 8

Prim-Ed Publishing – www.prim-ed.com

Maths Games 32

Objective:

Vi

9 divided by 9

81 divided by 9

share 36 among 9

divide 72 by 9

group 90 in 9s

9÷9

45 ÷ 9

90 ÷ 9

54 ÷ 9

18 ÷ 9

1st try

0÷9

How long will it take to build?

2nd try

3rd try

27 ÷ 9

g Time to Build a House! Sa m pl e

63 ÷ 9

81 ÷ 9

share 54 among 9

in

4th try

45 in groups of 9

3rd try

ew

2nd try

divide 18 equally in 9s

1st try

Practises dividing by nine and reinforces mathematical language.

4th try

72 ÷ 9

group 63 in 9s

27 in groups of 9

Alien Maths Objective Practises and consolidates the multiplication tables.

Number of players The game is for two players.

What you need to play the game

Sa m

How to play

pl e

• selected pair of game boards (two sheets; e.g. Alien Maths 1, game boards A and B) • coloured counters

ew

in

g

1. Each player takes a game board (either A or B). 2. The first player chooses a coloured counter and puts it on an alien on his or her game board. 3. The player asks the opponent to put a corresponding colour of counter on an alien that has the same answer to the sum being asked on his/her game board. (Remember the sums on each game board will be written differently but the answers will be the same.) 4. The second player places a different coloured counter on an alien and gives similar instructions to his/her opponent. 5. The game ends when all the aliens have been covered. 6. An adult/helper may be required to check that the answers are correct.

Blank game proforma

Vi

A blank game proforma has been provided on page ix, for teachers to customise, according to the needs and abilities of the children in their class. Objective: Practises and consolidates the six times table.

Alien Maths – 1

A

Prim-Ed Publishing – www.prim-ed.com

3 multiplied by 6

divide 0 by 6

8x6

12 ÷ 6

6x9

4 times 6

share 30 among 6

60 divided by 6

group 36 in 6s

6x0

Maths Games 34

Prim-Ed Publishing – www.prim-ed.com

Maths Games 33

Prim-Ed Publishing – www.prim-ed.com

Maths Games 34

A

12 ÷ 6

3 multiplied by 6

6x9

divide 0 by 6

4 times 6

8x6

60 divided by 6

share 30 among 6

ViAlien Maths – 1 ew in g Sa m pl e

Objective: Practises and consolidates the six times table.

6x0

group 36 in 6s

Prim-Ed Publishing – www.prim-ed.com

Maths Games 35

B

36 ÷ 6

3x6

60 ÷ 6

12 in groups of 6

product of 6 and 9

30 ÷ 6

6 lots of 0

4x6

ViAlien Maths – 1 ew in g Sa m pl e

Objective: Practises and consolidates the six times table.

0÷6

multiply 8 by 6

Prim-Ed Publishing – www.prim-ed.com

Maths Games 36

56 in groups of 7

multiply 7 by 5

A

42 ÷ 7

4x7

product of 7 and 9

share 35 among 7

70 divided by 7

8x7

ViAlien Maths – 2 ew in g Sa m pl e

Objective: Practises and consolidates the seven times table.

28 ÷ 7

10 x 7

Prim-Ed Publishing – www.prim-ed.com

Maths Games 37

5x7

group 42 in 7s

B

group 28 in 7s

35 ÷ 7

70 ÷ 7

4 multiplied by 7

7x9

multiply 8 by 7

ViAlien Maths – 2 ew in g Sa m pl e

Objective: Practises and consolidates the seven times table.

56 ÷ 7

7 lots of 10

Prim-Ed Publishing – www.prim-ed.com

Maths Games 38

4x8

80 divided by 8

A

1x8

48 ÷ 8

8 lots of 10

72 ÷ 8

6 groups of 8

share 32 among 8

ViAlien Maths – 3 ew in g Sa m pl e

Objective: Practises and consolidates the eight times table.

8÷8

product of 8 and 9

Prim-Ed Publishing – www.prim-ed.com

Maths Games 39

4 multiplied by 8

group 48 in 8s

B

divide 72 by 8

8 divided by 8

80 ÷ 8

10 x 8

product of 1 and 8

32 ÷ 8

ViAlien Maths – 3 ew in g Sa m pl e

Objective: Practises and consolidates the eight times table.

6x8

8x9

Prim-Ed Publishing – www.prim-ed.com

Maths Games 40

A

multiply 8 by 9

54 ÷ 9

9 multiplied by 6

the product of 5 and 9

share 36 among 9

81 divided by 9

9x3

63 ÷ 9

ViAlien Maths – 4 ew in g Sa m pl e

Objective: Practises and consolidates the nine times table.

9x4

divide 72 by 9

Prim-Ed Publishing – www.prim-ed.com

Maths Games 41

B

8x9

72 ÷ 9

81 ÷ 9

5x9

6x9

group 63 in 9s

36 ÷ 9

9 times 4

ViAlien Maths – 4 ew in g Sa m pl e

Objective: Practises and consolidates the nine times table.

share 54 between 9

9 times 3

Prim-Ed Publishing – www.prim-ed.com

Maths Games 42

A

6x2

10 x 2

0÷3

5÷5

6x3

2x3

2x5

2x2

ViAlien Maths – 5 ew in g Sa m pl e

Objective: Practises and consolidates times tables.

4÷2

4x2

Prim-Ed Publishing – www.prim-ed.com

Maths Games 43

B

3x4

12 ÷ 2

1x1

10 x 1

6x0

1x2

4x5

9x2

ViAlien Maths – 5 ew in g Sa m pl e

Objective: Practises and consolidates times tables.

16 ÷ 2

4x1

Prim-Ed Publishing – www.prim-ed.com

Maths Games 44

A

4 x 10

1 x 35

25 x 2

3x5

50 ÷ 2

20 x 5

45 ÷ 9

4x5

ViAlien Maths – 6 ew in g Sa m pl e

Objective: Practises and consolidates times tables.

3 x 10

30 ÷ 3

Prim-Ed Publishing – www.prim-ed.com

Maths Games 45

B

2 x 10

5x5

2x5

5x1

30 ÷ 2

7x5

10 x 10

10 x 5

ViAlien Maths – 6 ew in g Sa m pl e

Objective: Practises and consolidates times tables.

80 ÷ 2

6x5

Prim-Ed Publishing – www.prim-ed.com

Maths Games 46

A

7x1

8x3

9x2

6x8

7 x 10

20 x 3

7x3

2x3

ViAlien Maths – 7 ew in g Sa m pl e

Objective: Practises and consolidates times tables.

28 ÷ 2

6x5

Prim-Ed Publishing – www.prim-ed.com

Maths Games 47

B

49 ÷ 7

24 x 2

10 x 6

36 ÷ 6

7x2

35 x 2

6x3

6x4

ViAlien Maths – 7 ew in g Sa m pl e

Objective: Practises and consolidates times tables.

15 x 2

42 ÷ 2

Prim-Ed Publishing – www.prim-ed.com

Maths Games 48

A

9x8

32 ÷ 4

9x1

6x6

12 x 2

6x8

8x4

8x5

ViAlien Maths – 8 ew in g Sa m pl e

Objective: Practises and consolidates times tables.

15 x 3

2x9

Prim-Ed Publishing – www.prim-ed.com

Maths Games 49

B

24 x 2

9x5

8x3

36 x 2

4 x 10

6x3

16 x 2

4x9

ViAlien Maths – 8 ew in g Sa m pl e

Objective: Practises and consolidates times tables.

2x4

81 ÷ 9

Number Trail Objective Reinforces and consolidates the language of multiplication and division.

Number of players The game is for one or two players.

pl e

What you need to play the game

Sa m

• selected game board • pencil • adult helper

How to play

ew

in

g

1. The player(s) reads the instructions at the top of the sheet. 2. He/She chooses either the multiplication or division trail to begin with and works out the sum in the first box. 3. The player writes the answer in the box and then searches for the next box which shows the ‘trail number’. The player(s) cannot move backwards or diagonally. 4. Once the first trail is completed, the player(s) begins the other trail.* Note: Player(s) could use two different coloured pencils to avoid confusion. This continues until both trails have been completed. 5. An adult/helper checks that the trails are correct. * If two children are playing, they can take a trail each and race each other to the finish or have a copy of the game board each and race to complete both trails (correctly).

Vi

Objective: Reinforces the language of multiplication and division (6 times table).

Number Trail

Start

x

Start

√

Find the ‘multiply by 6’ trail. Find the ‘divide by 6’ trail. Write in the answers. 6 zeros

multiply 9 by 2

7 into 49

1 half of 16

group 60 into sixes

make 4 six times bigger

6 groups of 9

product of 2 and 3

2 lots of 10

sixes in 0

product of 5 and 5

3 lots of 6

multiply 6 by 7

7 multiplied by 2

share 54 among 6

divide 12 by 6

42 in groups of 6

10 times 4

1 sixth of 30

6 times 1 36 divided by 6

Prim-Ed Publishing – www.prim-ed.com

multiply 2 by 9

put 18 in groups of 6

2 multiplied by 6

product of 6 and 5

put 15 in groups of 3

3 divided into 27

6 into 6

make 3 four times bigger

multiply 8 by 6

8 lots of 9

divide 24 by 6

6 divided into 48

45 in groups of 5

6 tens

share 81 among 9

Maths Games 51

Finish

Finish

Prim-Ed Publishing – www.prim-ed.com

Maths Games 50

Prim-Ed Publishing – www.prim-ed.com

Maths Games 51

Vi Number Trail ew in g Sa m pl e 6 times 1

1 sixth of 30

45 in groups of 5

6 into 6

6 divided into 48

3 divided into 27

divide 24 by 6

Finish

make 3 four times bigger

put 18 in groups of 6

2 multiplied by 6

36 divided by 6

multiply 2 by 9

10 times 4

multiply 6 by 7

3 lots of 6

product of 5 and 5

product of 2 and 3

6 groups of 9

make 4 six times bigger

7 into 49

multiply 9 by 2

Finish

6 tens

multiply 8 by 6

product of 6 and 5

divide 12 by 6

7 multiplied by 2

2 lots of 10

1 half of 16

÷

Start

share 81 among 9

8 lots of 9

put 15 in groups of 3

42 in groups of 6

share 54 among 6

sixes in 0

group 60 into sixes

Find the ‘multiply by 6’ trail. Find the ‘divide by 6’ trail. Write in the answers.

6 zeros

x

Start

Objective: Reinforces the language of multiplication and division (6 times table).

Prim-Ed Publishing – www.prim-ed.com

Maths Games 52

Vi Number Trail ew in g Sa m pl e 45 in groups of 5

6 divided into 48

divide 14 by 7

Finish

make 5 eight times bigger

6 multiplied by 7

56 divided by 7

multiply 2 by 9

1-seventh of 21

10 times 7

7 times 1

multiply 7 by 2

7 divided into 28

7 lots of 5

product of 5 and 5

product of 3 and 5

put 49 in groups of 7

7 groups of 6

make 5 seven times bigger

7 into 49

7 into 7

multiply 4 by 4

share 81 among 9

multiply 3 by 7

product of 7 and 7

divide 35 by 7

42 in groups of 7

share 63 among 7

1 half of 16

÷

Start

Finish

7 nines

8 lots of 7

put 15 in groups of 3

7 multiplied by 2

2 lots of 10

seven in 0

group 70 into sevens

Find the ‘multiply by 7’ trail. Find the ‘divide by 7’ trail. Write in the answers.

7 zeros

x

Start

Objective: Reinforces the language of multiplication and division (7 times table).

Prim-Ed Publishing â€“ www.prim-ed.com

Maths Games 53

Vi

g

in

ew pl e

Sa m

Objective: Reinforces the language of multiplication and division (8 times table).

Prim-Ed Publishing â€“ www.prim-ed.com

Maths Games 54

Vi

g

in

ew pl e

Sa m

Objective: Reinforces the language of multiplication and division (9 times table).

If you go into … ! Objective Reinforces recall of the four operations (+, –, x, ÷).

Number of players The game is for two players.

• selected game board • different coloured counters for each player • die

Sa m

How to play

pl e

What you need to play the game

in

g

1. Players place their counter on ‘Start’. 2. The first player rolls the die and moves the corresponding spaces. 3. When he/she lands, the sum on the rectangle must be calculated.* If he/she knows the correct answer, a bonus of moving forward one place can be taken. If the player says an incorrect answer, the player must stay where he/she is. 4. The first player to reach the target is the winner. * Answers could be checked on a calculator if there is doubt, but players must be aware of the advantage given to their opponent. If a player is sure of the answer but the opponent disagrees and the answer is checked and found to be correct, the opponent must move back one.

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Blank game proforma

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A blank game proforma has been provided on page x, for teachers to customise, according to the needs and abilities of the children in their class. Objective

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Maths Games 55

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Maths Games 56

Vi

28 in groups of 4

6 more than 8

share 12 among 4

Start

9 times 4

product of 2 and 10

12 minus 4

17 plus 2

13 plus 2

subtract 12 from 19

6 add 12

Follow the bear prints. Who will see him first?

2 add 7

subtract 7 from 9

22 minus 11

18 less 7

multiply 7 by 3

product of 4 and 8

pl e

e w go into If you i the forest ng… ! Sa m

3 lots of 0

divide 18 by 3

Objective: Reinforces recall of the four operations (+, –, x, ÷).

12 less 7

40 divided by 4

add 17 to 4

group 12 in 2s

27 divided by 3

4 times 3

2 pla y ers

Prim-Ed Publishing – www.prim-ed.com

Maths Games 57

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ew

g

in

share 36 among 6

divide 42 into 7 groups

Sa m

20 plus 11

26 minus 14

25 divided by 5

the product of 7 and 7

multiply 6 by 9

Follow the dinosaur tracks through the jungle. Who will find it first?

5 times zero

26 minus 13

pl e

If you go down to the jungle … !

Start

5 multiplied by 6

12 more than 13

6 times 4

17 less than 19

Objective: Reinforces recall of the four operations (+, –, x, ÷) .

decrease 24 by 12

6 times 10

48 divided by 6

increase 18 by 12

add 10 to 25

increase 14 by 15

2 pla y ers

Prim-Ed Publishing – www.prim-ed.com

Maths Games 58

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in

subtract 14 from 31

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100 shared among 10

increase 15 by 16

90 divided by 10

multiply 6 by 9

8 times 6

decrease 30 by 21

20 more than 10

share 56 among 8

Follow the wolf tracks. Who will find it first?

23 subtract 11

take 15 from 25

product of 8 and 7

70 plus 10

30 take away 17

pl e

Sa m

19 and 21

group 72 in 8s

If you go up the mountain … !

Start

25 minus 10

product of 9 and 7

add 18 to 20

10 lots of 5

Objective: Reinforces recall of the four operations (+, –, x, ÷).

group 64 in 8s

81 divided by 9

10 times 6

26 less 13

9 multiplied by 6

14 less than 22

2 pla y ers

Car and Bike Rally Objective Practises mental calculation strategies.

Number of players This game is for two players.

• selected game board • different coloured counter for each player • die

How to play

pl e

What you need to play the game

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in

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Sa m

1. Each player places his/her counter on the car or bike at the start of the game. 2. The first player rolls the die and moves the corresponding number of spaces. Players should complete the sum in the space. If the answer is correct they can roll the die the next time. If it isn’t, they miss a turn. Note: if an adult/helper is not available to assist, answers could be checked on a calculator but players must be aware of the advantage they are giving to their opponent. 3. Players landing on a patterned cloud follow the instruction key on the game board. 4. The first to reach the trophy is the winner. * Ideally, children will complete the calculations in each cloud by using mental strategies; however, some children may need concrete materials, pencil and paper or a calculator to begin with.

Blank game proforma

Objective

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A blank game proforma has been provided on page xi, for teachers to customise, according to the needs and abilities of the children in their class.

Prim-Ed Publishing – www.prim-ed.com

Maths Games 59

Prim-Ed Publishing – www.prim-ed.com

Maths Games 60

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53 + 53

7+7

29 + 29

g

61 + 61

15 + 15

13 + 13

18 + 18

9+9

37 + 37

22 + 22

pl e

27 + 27

36 + 36

Throw a die

Go forward 2

Miss a turn

58 + 58

Sa m

24 + 24

Your bike can only move to the next cloud if you have the right answer!

43 + 43

40 + 40

inRally – 1 Bike

48 + 48

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Objective: Practises mental calculation strategies (doubling).

25 + 25

Prim-Ed Publishing – www.prim-ed.com

Maths Games 61

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47 + 49

14 + 16

17 + 19

g

4+6

14 + 16

9 + 10

18 + 20

14 + 15

34 + 36

7+8

pl e

43 + 41

20 + 21

Throw a die

Go forward 2

Miss a turn

39 + 41

Sa m

23 + 25

Your bike can only move to the next cloud if you have the right answer!

40 + 42

46 + 48

inRally – 2 Bike

19 + 21

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Objective: Practises mental calculation strategies (near doubles).

35 + 36

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Maths Games 62

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450 – 150

2200 – 500

90 + 90

g

40 + 70

210 + 50

130 – 90

900 – 600

80 + 50

pl e

700 + 400

140 – 70

Throw a die

Go forward 2

Miss a turn

1200 + 600

Sa m

90 + 50

Your bike can only move to the next cloud if you have the right answer!

500 + 700

1300 – 800

1700 + 300

inRally – 3 Bike

400 + 1200

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60 + 80 1300 – 600

Objective: Practises mental calculation strategies (using known number facts).

Prim-Ed Publishing – www.prim-ed.com

Maths Games 63

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1.1 + 1.2

7.8 + 2.1

9.3 + 9.1

g

0.8 + 0.9

0.4 + 0.6

0.12 + 0.10

0.4 + 0.8

5.1 + 5.0

3.3 + 3.5

Throw a die

Go forward 2

pl e

6.1 + 6.3

Miss a turn

8.5 + 8.0

Sa m

1.5 + 1.6

Your bike can only move to the next cloud if you have the right answer!

0.7 + 0.9

1.6 + 1.5

6.9 + 6.8

inRally – 4 Bike

1.0 + 0.8

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5.5 + 5.3 4.4 + 4.5

Objective: Practises mental calculation strategies (near doubles extended to decimals).

Prim-Ed Publishing â€“ www.prim-ed.com

Maths Games 64

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22 x 3

31 x 4

ew

g

32 x 4

12 x 3

11 x 4

14 x 2

21 x 2

21 x 4

13 x 2

pl e 11 x 3

Throw a die

Go forward 2

Miss a turn

30 x 5

Sa m

31 x 3

Your bike can only move to the next cloud if you have the right answer!

32 x 2

inRally â€“ 5 Bike

11 x 2 31 x 2

Objective: Practises mental calculation strategies (partitioning).

20 x 6

22 x 4

24 x 2

Prim-Ed Publishing – www.prim-ed.com

Maths Games 65

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8x8

9x9

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g

64 ÷ 8

72 ÷ 8

7x9

81 ÷ 9

6x8

7x8

9x8

42 ÷ 7

pl e 56 ÷ 8

Throw a die

Go forward 2

Miss a turn

72 ÷ 9

Sa m

Your bike can only move to the next cloud if you have the right answer!

63 ÷ 9

inRally – 6 Bike

9 x 10

48 ÷ 8

Objective: Practises mental calculation strategies (using known facts).

90 ÷ 10

7x6

9x9

Prim-Ed Publishing – www.prim-ed.com

Maths Games 66

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0.6 x 10

0.3 x 10

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g

10 ÷ 10

10 ÷ 5

3 x 10

90 ÷ 10

10 x 10

4 x 10

5 x 10

pl e 40 ÷ 10

Throw a die

Go forward 2

Miss a turn

60 ÷ 10

Sa m

0.5 x 10

Your bike can only move to the next cloud if you have the right answer!

30 ÷ 10

inRally – 7 Bike

6 x 10

10 ÷ 2

Objective: Practises mental calculation strategies (x 10, ÷ 10).

0.4 x 10

4 x 10

50 ÷ 10

Prim-Ed Publishing – www.prim-ed.com

Maths Games 67

Vi

£10.30 + £1.10

£8.70 + £2.12

£4.61 + £6.40 £3.15 + £4.15

£5.60 + £1.22 £5.75 + £3.25

£1.00 + 50p

£4.11 + £5.40

£10.00 + £5.50

£3.40 + £5.30

£2.00 + £3.75

pl e

£8.00 + £4.50

£4.50 + £2.00

Throw a die

Go forward 2

Miss a turn

£6.00 + £3.50

Sa m

£2.75 + £8.00

Your bike can only move to the next box if you have the right answer!

g

£10.00 + £3.60

£1.00 + £11.10

inRally – 8 Bike

£3.55 + £2.05

ew

Objective: Practises mental calculation strategies (adding money).

Prim-Ed Publishing – www.prim-ed.com

Maths Games 68

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quarter of 40

half of 60

half of 240

g

half of 300

quarter of 20

quarter of 200

half of 90

half of 50

pl e

half of 160

half of 600

Throw a die

Go forward 2

Miss a turn

quarter of 80

Sa m

quarter of 160

Your bike can only move to the next cloud if you have the right answer!

quarter of 100

half of 80

half of 180

inRally – 9 Bike

quarter of 400

ew

half of 1000 quarter of 1000

Objective: Practises mental calculation strategies (use known number facts to recognise parts of a whole).

Squish Objective Practises and consolidates skills, vocabulary and concepts in mathematics.

Number of players The game is for two to four players.

pl e

What you need to play the game

Sa m

• die • four sets of different coloured counters (16 counters altogether) • one ‘Squish’ game board

How to play

ew

in

g

1. Each player decides which character to be. The child places his/her four same-colour counters on each of the four characters on one side of the board. 2. The aim is to take each counter across the game board to the opposite side. 3. Each player moves in turn, by throwing a die and moving a counter the corresponding number of spaces. 4. If a player lands on a square containing a picture, he/she must verbally give the answer. If a player cannot work it out, the other players or an adult can help. Players can move in a straight line forwards only. Players may not move diagonally. 5. If a player lands on an opponent’s counter, the opponent is ‘squished’ and sent back to start the journey again. 6. The game ends when one player has reached the opposite side of the game board with all four counters.

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Blank game proforma

Objective: Reads measurements from a variety of scales.

A blank game proforma has been provided on page xii, for teachers to customise, according to the needs and abilities of the children in their class.

g g

g g

g

Prim-Ed Publishing – www.prim-ed.com Maths Games 75

Prim-Ed Publishing – www.prim-ed.com

Maths Games 69

Volume Squish Objective Finds volume of shapes by using concrete materials or mental calculation.

Number of players What you need to play the game

Sa m

• die • blocks • four sets of different coloured counters (16 counters altogether) • one ‘Squish’ game board

pl e

The game is for two to four players.

How to play

Vi

ew

in

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1. Each player decides which character to be. The child places his/her four same-colour counters on each of the four characters. 2. The aim is to take each counter across the game board to the opposite side. 3. Each player moves in turn, by throwing a die and moving a counter the corresponding number of spaces. Players can move in a straight line forwards only. Players may not move diagonally. 4. As players land on a box, they calculate the volume of that shape using blocks or mental calculations. If a player cannot work it out, the other players or an adult can help. 5. If a player lands on an opponent’s counter, the opponent is ‘squished’ and sent back to start the journey again. Note: More than one counter from each player may be in play at the same time. 6. The game ends when one player has reached the opposite side of the game board with all four counters. Note: Children can create the shapes using blocks and thus calculate the volume of the shapes. Objective:

Prim-Ed Publishing – www.prim-ed.com

Maths Games 70

Prim-Ed Publishing â€“ www.prim-ed.com

Maths Games 71

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Hint: Making the shapes with blocks will help!

g

in

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Sa m

Objective: Finds the volume of shapes by using concrete materials or mental calculations.

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Perimeter Squish Objective Calculates the perimeter of 2-D shapes.

Number of players The game is for two to four players.

Sa m

• die • four sets of different coloured counters (16 counters altogether) • one ‘Squish’ game board • calculator (optional)

pl e

What you need to play the game

How to play

Vi

ew

in

g

1. Each player decides which character to be. The child places his/her four same-colour counters on each of the four characters. The aim is to take each counter across the game board to the opposite side. 2. Each player moves in turn, by throwing a die and moving a counter the corresponding number of spaces. Players can move in a straight line forwards only. Players may not move diagonally. 3. As players land on a box, they calculate the shape’s perimeter. If a player cannot work it out, the other players or an adult can help. 4. If a player lands on an opponent’s counter, the opponent is ‘squished’ and sent back to start the journey again. Note: More than one counter from each player may be in play at the same time. 5. The game ends when one player has reached the opposite side of the game board with all four counters. Note: Children may require a calculator for this activity. Objective:

Prim-Ed Publishing – www.prim-ed.com

Maths Games 72

Prim-Ed Publishing â€“ www.prim-ed.com

Maths Games 73

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in

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Objective: Calculates the perimeter of 2-D shapes.

pl e

Sa m

Scale Squish Objective Reads measurements from a variety of scales.

Number of players The game is for two to four players.

• die • four sets of different coloured counters (16 counters altogether) • one ‘Squish’ game board

Sa m

How to play

pl e

What you need to play the game

ew

in

g

1. Each player decides which character to be. The child places his/her four same-colour counters on each of the four characters. The aim is to take each counter across the game board to the opposite side. 2. Each player moves in turn, by throwing a die and moving a counter the corresponding number of spaces. Players can move in a straight line forwards only. Players may not move diagonally. 3. As players land on a box, they calculate its reading. If a player cannot work it out, the other players or an adult may help. 4. If a player lands on an opponent’s counter, the opponent is ‘squished’ and sent back to start the journey again. Note: More than one counter from each player may be in play at the same time. 5. The game ends when one player has reached the opposite side of the game board with all four counters.

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Objective: Reads measurements from a variety of scales.

g g

g g

g

Prim-Ed Publishing – www.prim-ed.com Maths Games 75

Prim-Ed Publishing – www.prim-ed.com

Maths Games 74

Prim-Ed Publishing â€“ www.prim-ed.com

Maths Games 75

Vi g

in

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Objective: Reads measurements from a variety of scales.

pl e

Sa m

Area and Perimeter Squish Objective Calculates the area and perimeter of 2-D shapes.

Number of players The game is for two to four players.

• die • four sets of different coloured counters (16 counters altogether) • one ‘Squish’ game board

Sa m

How to play

pl e

What you need to play the game

in

g

1. Each player decides which character to be. The child places his/her four same-colour counters on each of the four characters. The aim is to take each counter across the game board to the opposite side. 2. Each player moves in turn, by throwing a die and moving a counter the corresponding number of places. Players can move in a straight line forwards only. Players may not move diagonally. 3. As players land on a box with a shape, they follow the instruction that matches the number on the die. Players calculate ... the perimeter of the shape if an even number is rolled,

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the area of the shape if an odd number is rolled.

If a player becomes stuck the other players or an adult may help. Objective

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4. If a player lands on an opponent’s counter, the opponent is ‘squished’ and sent back to start the journey again. Note: More than one counter from each player may be in play at the same time. 5. The game ends when one player has reached the opposite side of the game board with all four counters.

Prim-Ed Publishing – www.prim-ed.com

Maths Games 76

Prim-Ed Publishing â€“ www.prim-ed.com

Maths Games 77

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in

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Objective: Calculates the area and perimeter of 2-D shapes.

pl e

Sa m

2-D Shape Squish Objective Identifies 2-D shapes, naming them and counting the number of sides.

Number of players What you need to play the game

Sa m

• die • four sets of different coloured counters (16 counters altogether) • one ‘Squish’ game board

pl e

The game is for two to four players.

How to play

in

g

1. Each player decides which character to be. The child places his/her four same-colour counters on each of the four characters. The aim is to take each counter across the game board to the opposite side. 2. Each player moves in turn, by throwing a die and moving a counter the corresponding number of spaces. Players can move in a straight line forwards only. Players may not move diagonally. 3. As players land on a box with a shape, they follow the instruction that matches the number on the die. Players ...

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name the shape if an even number is rolled, and state the number of sides if an odd number is rolled.

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If a player becomes stuck the other players or an adult may help.

Objective: Identifies 2-D shapes, naming them and counting the number of sides.

Prim-Ed Publishing – www.prim-ed.com Maths Games 79

4. If a player lands on an opponent’s counter, the opponent is ‘squished’ and sent back to start the journey again. Note: More than one counter from each player may be in play at the same time. 5. The game ends when one player has reached the opposite side of the game board with all four counters.

Prim-Ed Publishing – www.prim-ed.com

Maths Games 78

Prim-Ed Publishing â€“ www.prim-ed.com

Maths Games 79

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g

in

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Sa m

Objective: Identifies 2-D shapes, naming them and counting the number of sides.

Time Squish – 1, – 2 Objective Reads an analogue clock in numbers and words. Reads an analogue clock in 24–hour time.

Number of players The game is for two to four players.

What you need to play the game

pl e

• die • one ‘Squish’ game board • four sets of different coloured counters (16 counters altogether)

How to play

Vi

ew

in

g

Sa m

1. Each player decides which character to be. The child places his/her four same-colour counters on each of the four characters. The aim is to take each counter across the game board to the opposite side. 2. Each player moves in turn, by throwing a die and moving a counter the corresponding number of spaces. Players can move in a straight line forwards only. Players may not move diagonally. 3. (a) Time – 1 As players land on a box with a clock, they tell the time in words if an even number (2, 4, 6) has been rolled, and tell the digital time if an odd number (1, 3, 5) has been rolled. (b) Time – 2 As players land on a box with a clock, they tell the time in the 24-hour clock as an a.m. time if an even number (2, 4, 6) is rolled, and as a p.m. time if an odd number (1, 3, 5) is rolled. If a player cannot work it out, the other player or an adult may help. 4. If a player lands on an opponent’s counter, the opponent is ‘squished’ and sent back to start the journey again. Note: More than one counter from each player may be in play at the same time. 5. The game ends when one player has reached the opposite side of the game board with all four counters. Objective: Reads an analogue clock in 24 – hour time.

Objective: Reads an analogue clock in numbers and words.

Prim-Ed Publishing – www.prim-ed.com

Prim-Ed Publishing – www.prim-ed.com

Maths Games 82

Maths Games 81

Prim-Ed Publishing – www.prim-ed.com

Maths Games 80

Prim-Ed Publishing â€“ www.prim-ed.com

Maths Games 81

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in

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Objective: Reads an analogue clock in numbers and words.

pl e

Sa m

Prim-Ed Publishing â€“ www.prim-ed.com

Maths Games 82

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Objective: Reads an analogue clock in 24-hour time.

pl e

Sa m

Time Squish – 3 Objective Reads analogue clocks and calculates an earlier or later time.

Number of players The game is for two to four players.

Sa m

• die • four sets of different coloured counters (16 counters altogether) • one ‘Squish’ game board

pl e

What you need to play the game

How to play

in

g

1. Each player decides which character to be. The child places his/her four same-colour counters on each of the four characters. The aim is to take each counter across the game board to the opposite side. 2. Each player moves in turn, by throwing a die and moving a counter the corresponding number of spaces. Players can move in a straight line forwards only. Players may not move diagonally. 3. If players land on a box with a clock they follow the instruction that matches the number on the die. Players tell the time in p.m. 24-hour time …

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1 hour earlier

5 minutes later

1 hour later

5 minutes earlier

15 minutes earlier

15 minutes later

If a player becomes stuck, the other players or an adult may help. 4. If a player lands on an opponent’s counter, the opponent is ‘squished’ and sent back to start the journey again. Note: More than one counter from each player may be in play at the same time. 5. The game ends when one player has reached the opposite side of the game board with all four counters.

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Objective: Reads analogue clocks and calculates an earlier or later time.

Prim-Ed Publishing – www.prim-ed.com Maths Games 84

Prim-Ed Publishing – www.prim-ed.com

Maths Games 83

Prim-Ed Publishing â€“ www.prim-ed.com

Maths Games 84

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g

in

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Objective: Reads analogue clocks and calculates an earlier or later time.

pl e

Sa m

Fraction Squish Objective Identifies parts of a whole as fractions, decimals and percentages.

Number of players The game is for two to four players. die calculator one ‘Squish’ game board four sets of different coloured counters (16 counters altogether)

Sa m

• • • •

pl e

What you need to play the game

How to play

in

g

1. Each player decides which character to be. The child places his/her four same-colour counters on each of the four characters. The aim is to take each counter across the game board to the opposite side. 2. Each player moves in turn, by throwing a die and moving a counter the corresponding number of spaces. Players can move in a straight line forwards only. Players may not move diagonally. 3. As players land on a box with a shape, they follow the instruction that matches the number on the die. Players calculate ...

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what fraction is shaded the fraction shaded as a decimal

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the percentage shaded; e.g., 1/8 = 0.125 = (0.125 x 100) =12.5% Objective: Identifies parts of a whole as fractions, decimal and percentages.

i

Prim-Ed Publishing – www.prim-ed.com Maths Games 86

4. If a player lands on an opponent’s counter, the opponent is ‘squished’ and sent back to start the journey again. 5. The game ends when one player has reached the opposite side of the game board with all four counters. * Players may require a calculator to calculate percentages.

Prim-Ed Publishing – www.prim-ed.com

Maths Games 85

Prim-Ed Publishing â€“ www.prim-ed.com

Maths Games 86

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i

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Objective: Identifies parts of a whole as fractions, decimals and percentages.

pl e

Sa m

3-D Shape Squish Objective Identifies features of 3-D shapes

Number of players The game is for two to four players.

• die • four sets of different coloured counters (16 counters altogether) • one ‘Squish’ game board

Sa m

How to play

pl e

What you need to play the game

in

g

1. Each player decides which character to be. The child places his/her four same-colour counters on each of the four characters. The aim is to take each counter across the game board to the opposite side. 2. Each player moves in turn, by throwing a die and moving a counter the corresponding number of spaces. Players can move in a straight line forwards only. Players may not move diagonally. 3. As players land on a box with a shape, they follow the instruction that matches the number on the die. Players calculate the ... number of edges

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number of corners number of faces

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If a player cannot work it out, the other players or an adult may help.

4. If a player lands on an opponent’s counter, the opponent is ‘squished’ and sent back to start the journey again. 5. The game ends when one player has reached the opposite side of the game board with all four counters.

Objective

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Maths Games 87

Prim-Ed Publishing â€“ www.prim-ed.com

Maths Games 88

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in

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Objective: Identifies features of 3-D shapes.

pl e

Sa m

Answers Track Your Fractions ......................... pages 4 – 11 page 7

page 4 Objective: Reinforces the ability to calculate parts of whole numbers.

35

7

Objective: Reinforces the ability to calculate parts of whole numbers.

15

40

9

45

25

33

22

50

72

24

20

57

30

41

Track 2

22

33

14

13

50

18

16 11 21

page 8

8

25

19

12

22

Objective: Reinforces the ability to calculate parts of whole numbers.

Objective: Reinforces the ability to calculate parts of whole numbers.

11

13

Sa m

page 5

20

Start

7

4

Start

30

Track 2

Track 2

Maths Games

Maths Games

25

Track 1

45

42

Track 1 R.I.C. Publications www.ricgroup.com.au

R.I.C. Publications www.ricgroup.com.au

18

Track 2

23

Work out the fractions. How long did it take you?

17

50

Track 1

15

23

22

Work out the fractions. How long did it take you?

Track 1

40

42

Track Your Fractions – 4

pl e

Track Your Fractions – 1

10

9

6

5

26

3

18

12

21

19

22

16 11

2

Work out the fractions. How long did it take you?

16

10

6

22

12

14

40

in

page 6

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6

15

2

10

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Track 2

40

60

20

30

72

20

40

24

63

4

9

16

Work out the fractions. How long did it take you?

4

54

Track 1

3

14

Track 2

Track 2

2 8

9

6

10

0

7

1

Start

9

6

Start

Track Your Fractions – 6

5

Maths Games

Maths Games

3

Track 1

10

5

44

15

R.I.C. Publications www.ricgroup.com.au

R.I.C. Publications www.ricgroup.com.au

4

Track 2

2

22

Start

10

18

Track 1

7

28

Objective: Reinforces the ability to calculate parts of whole numbers.

6

8

1

66

16

Work out the fractions. How long did it take you?

6

34

21

Track Your Fractions – 3

0

Track 2

page 9

Objective: Reinforces the ability to calculate parts of whole numbers.

27

10

Track 2

8

5

Start

46

Maths Games

Maths Games

24

Track 1

8

g

Track 2

27

Track 1

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R.I.C. Publications www.ricgroup.com.au

1

Track 2

32

Work out the fractions. How long did it take you?

16

7

Track 1

30

48

4

Track 1

50

Track Your Fractions – 5

Track 1

Track Your Fractions – 2

Prim-Ed Publishing – www.prim-ed.com

Maths Games 89

Answers page 52

page 10 Objective: Reinforces the ability to calculate parts of whole numbers.

Objective: Reinforces the language of multiplication and division. (7 times tables)

Number Trail

Start

9

0

16

3

4

28

18

x

36

Work out the fractions. How long did it take you?

0

20

Track 1

8

Track 2

Track 2

3

8

10

2

4

9

Maths Games

Maths Games

7

Track 1

6

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R.I.C. Publications www.ricgroup.com.au

5

20

76

33

34

48

Work out the fractions. How long did it take you?

19

54

49

put 15 in groups of 3

product of 5 and 5

7 lots of 5

35

multiply 7 by 2

14

42 in groups of 7

10 times 7

1 seventh of 21

3

7 times 1 56 divided by 7

7 8

put 49 in groups of 7

7

6 multiplied by 7

42

7 into 7

1

7 divided into 28

4

divide 14 by 7

2

Finish

multiply 2 by 9

make 5 eight times bigger

multiply 3 by 7

6 divided into 48

45 in groups of 5

share 81 between 9

21

8 lots of 7

56

7 nines

63

Finish

Number Trail

18

in

11

Start

÷

16

0

64 in groups of 8

8

2 lots of 10

8 5

divide 56 by 8

7

7 multiplied by 2

48

product of 8 and 7

56

8 groups of 3

40

share 72 between 8

multiply 8 by 2

16

8 times 1

10 times 7

1 eighth of 48

8 into 8

put 32 in groups of 8

divide 16 by 8

eights in 0

1 half of 16

7 lots of 5

1

10

9

7 into 49 product of 8 and 5

product of 5 and 5

8 divided into 24

group 80 into eights

multiply 4 by 4

24

6

40 divided by 8

4

6 multiplied by 8

3

multiply 2 by 9

make 5 four times bigger

2

6 divided into 48

45 in groups of 5

multiply 3 by 8

24

put 15 in groups of 3

8 lots of 8

64

share 81 between 9

8 nines

72

Finish

Finish

53

g 15

Track 1

13

Maths Games

Maths Games

20

0

make 2 eight times bigger

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R.I.C. Publications www.ricgroup.com.au

14

Start

Find the ‘multiply by 8’ trail. Find the ‘divide by 8’ trail. Write in the answers.

68

Track 2

12

product of 7 and 7

share 63 between 7

8 zeros

15

Track 2

11

7 multiplied by 2

42

product of 3 and 5

x

26

Track 1

17

5

35

7 groups of 6

Objective: Reinforces the language of multiplication and division. (8 times tables)

Track Your Fractions – 8

16

divide 35 by 7

make 5 seven times bigger

11

10

2 lots of 10

1 half of 16

Start

60

0

6

7 into 49

Sa m

Objective: Reinforces the ability to calculate parts of whole numbers.

9

multiply 4 by 4

page 53

page 11

10

seven in 0

0

52

10

Start

group 70 into sevens

7 zeros

pl e

1

÷

Find the ‘multiply by 7’ trail. Find the ‘divide by 7’ trail. Write in the answers.

5

Track Your Fractions – 7

Start

Number Trail ...................................... pages 51 – 54

ew

page 51

page 54 Objective: Reinforces the language of multiplication and division. (9 times tables)

Objective: Reinforces the language of multiplication and division. (6 times tables)

Number Trail

Start

x

Start

Start

÷

x

Number Trail

6 zeros

0

24

7 into 49

6 groups of 9

product of 2 and 3

54

10 times 4

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multiply 2 by 9

4

7 multiplied by 2

54

product of 9 and 3

27

put 15 in groups of 3

18

9 lots of 8

72

9 sevens

63

45

9 times 1

9

product of 5 and 5

9 lots of 4

36

6 6

divide 12 by 6

2

42 in groups of 6

7

10 times 7

1 ninth of 90

10

72 divided by 9

12

product of 6 and 5

30

put 15 in groups of 3

multiply 2 by 7

put 63 in groups of 9

7

6 multiplied by 9

1

make 5 four times bigger

multiply 2 by 9

5

48 in groups of 6

share 81 between 9

1

make 3 four times bigger

multiply 8 by 6

8

45 in groups of 5

6 tens

Finish

48

8 lots of 9

60

share 81 between 9

Maths Games

Maths Games

Finish

4

divide 36 by 9

multiply 9 by 5

share 54 between 6

3

6 into 6

9 8

63

share 54 between 9

7 multiplied by 2

2 multiplied by 6

6 divided into 48

2 lots of 10

1 half of 16

42

36 divided by 6

divide 24 by 6

3

7 into 49 product of 8 and 5

multiply 9 by 9

0

5

3 divided into 27

0

27 in groups of 9

81

9 groups of 7

0

sixes in 0

1 sixth of 30

put 18 in groups of 6

10

6

9 zeros

2 lots of 10

18

6 times 1

group 90 into nines nines in 0

10

make 2 eight times bigger

3 lots of 6

multiply 6 by 7

group 60 into sixes

1 half of 16

R.I.C. Publications www.ricgroup.com.au

Vi

product of 5 and 5

multiply 9 by 2

÷

Find the ‘multiply by 9’ trail. Find the ‘divide by 9’ trail. Write in the answers.

Find the ‘multiply by 6’ trail. Find the ‘divide by 6’ trail. Write in the answers.

make 4 six times bigger

Start

8 divided into 24

9 into 9

divide 18 by 9

9 divided into 45

2

Finish

Finish

54

51

Prim-Ed Publishing – www.prim-ed.com

Maths Games 90

Answers Squish ................................................. pages 70 – 88 page 77 (Area)

page 71 (Volume)

Objective: Calculates the area and perimeter of 2-D shapes.

Objective:

3

16 cm

20 cm 24 cm 9 cm

3

18 cm

3

3

30 cm 8 cm

3

49 cm2

27 cm 20 cm

3

18 cm

30 cm

35 cm2

81 cm2

64 cm2

77

60 cm2 48 cm2

36 cm2

40 cm2

59 cm 54 cm

18 cm

40 cm 93 cm

21 cm 66 cm

40 cm

22 cm

54 cm 45 cm

57 cm

29 cm 29 cm

72 cm

in

ew R.I.C. Publications www.ricgroup.com.au

Vi

20 cm

28 cm

1.7 cm

page 79 (Shape Name) Objective: Identifies a number of 2-D shapes, naming them and counting the number of sides.

600 ml

pentagon

2 litres 30 g

rectangle

320 g

triangle

parallelogram

circle triangle

rhombus

octagon

rhombus

180 g

triangle

hexagon rectangle

parallelogram

hexagon

140 g 25 cm

pentagon trapezium

octagon circle

80 g 0 ml

32 cm 28 cm

24 cm

hexagon

12 mm 340 g

36 cm

26 cm

square

66 g

20 cm 30 cm

30 cm

32 cm 26 cm

30 ml

4g

500 ml

24 cm 22 cm

77

73

30 cm

700 ml

22 cm

340 g

5g

440 g

24 cm

28 cm

24 cm

18 cm 28 cm

Maths Games

Maths Games

Objective: Reads measurements from a variety of scales.

125 km

28 cm

78 cm

g

85 cm

18 cm

72 cm

R.I.C. Publications www.ricgroup.com.au

R.I.C. Publications www.ricgroup.com.au

Sa m

95 cm 45 cm

14 mm

21 cm2 54 cm2

54 cm2

18 cm

88 cm 86 cm

350 g

16 cm2 45 cm2

42 cm2

Maths Games

12 cm

page 75 (Scale)

32 cm2 30 cm2

Objective: Calculates the area and perimeter of 2-D shapes.

Objective: Finds the perimeter of 2-D shapes.

42 cm

27 cm2

page 77 (Perimeter)

page 73 (Perimeter)

43 cm

14 cm2 48 cm2

40 cm2 30 cm2

3

8 cm 3

3

6 cm

28 cm2

3

3

3

3

3

27 cm 12 cm

R.I.C. Publications www.ricgroup.com.au

18 cm 3

18 cm2 20 cm2

20 cm 12 cm

3

3

m

3

3

3

20 cm 30 cm

9 cm

20 cm 3

3

3 cm 3

pl e

24 cm 3

trapezium triangle

square pentagon

Maths Games 75

Prim-Ed Publishing – www.prim-ed.com

Maths Games 91

Answers page 79 (Number of Sides)

page 82 (p.m.) Objective: Reads an analog clock in numbers and words.

Objective: Identifies a number of 2-D shapes, naming them and counting the number of sides.

6 5 4

17.55

4 8

1 3

13.35

5 4 1 3

4 6

8 4

15.40 13.45 14.35

12.55 13.40

14.20 22.10

13.30 21.20

21.30 19.00

12.40

4

21.20

5

21.30 22.50

13.35

21.35

page 84 (1 hour earlier)

Objective: Reads analog clocks and calculates an earlier or later time.

Objective: Reads an analog clock in numbers and words.

1.40 2.30 4.35 12.55

7.00

7.45

12:35

7.45 9.35

4.00

1.40

Sa m

page 81 (Time)

16:55

5.55 2.20

10.10 5.30

1.30

4.50 1.45

1.30 6.55

2.15

3.40

ew 01.35

07.45

03.50

Vi 01.45

02.20

09.20

page 84 (1 hour later) Objective: Reads

analogue clocks and calculates an earlier or later time.

01.30

09.30

00.40

20:45 16:40 15:00

16:50

13:55 14:40

15:20 23:10 22:20

14:30 22:20

22:30 20:00

13:40

01.35 09.35

16:50 18:25

23:50 14:45

09.30 10.50

20:30 21:50

12:35

14:35

09.20

07.00

20:30

20:35

18:55 00.55

12:30 20:20

18:00

11:40

03.50

01.40

10.10

13:20

20:20

05.30

10.50

11:55 12:40

21:10

9.35

Objective: Reads an analog clock in numbers and words.

03.40

14:50

12:45

1.40

05.55

14:50 16:25

21:50

13:00

in

page 82 (a.m.)

18:45

14:40

g

4.50

02.35

15.50 22.50

4 3

4 3

19.45

6 4

15.50 17.30

pl e

4

22:30 23:50

14:35 22:35

Prim-Ed Publishing â€“ www.prim-ed.com

Maths Games 92

Answers page 84 (5 minutes earlier)

page 84 (15 minutes later) Objective: Reads analogue clocks and calculates an earlier or later time.

Objective: Reads analogue clocks and calculates an earlier or later time.

13:30 17:50

19:40 15:35

15:45 22:45

13:40 13:55

13:50

15:45 18:10

17:20 12:50 13:35 14:15

22:05

21:25 18:55

12:35 21:15

15:55 14:15

21:35

15:55

13:00

14:25

21:35

12:45

50% 75%

13:40

Vi 13:30

14:05

21:55

21:05

0.75

13:15 0.5

21:05 21:15

12:25

0.83

0.5

21:15 22:35

0.75

0.5 0.5

0.25

0.6 0.42

0.5 0.5 0.6

0.25 0.625

0.75 0.125

0.42

13:20 21:20

25%

0.125

12:40

75% 50%

83.3%

0.25

18:45

75% 12.5%

Objective: Identifies parts of a whole as fractions, decimal fractions and percentages.

15:35

13:25

25% 62.5%

page 86 (Decimals)

17:10

15:35

50%

60%

g

in

ew 13:20

60% 41.6%

41.6%

Objective: Reads analogue clocks and calculates an earlier or later time.

22:35

83.3%

50%

21:40

17:40

50% 50%

25%

50%

21:35

22:55

page 84 (15-minutes earlier)

13:45

75%

13:35

21:25

19:05

21:25

19:30

13:50

12.5%

25%

13:45

22:15

15:25

21:45 23:05

21:50

Sa m

15:55 17:30

22:55

earlier

21:45 19:15

Objective: Identifies parts of a whole as fractions, decimal fractions and percentages.

13:40

13:50

14:35 22:25

13:45 21:35

page 86 (Percentages)

18:00

14:05

13:10 13:55

12:55

13:30 21:30

Objective: Reads analogue clocks and calculates an earlier or later time.

19:50

16:05 23:05

14:00

21:25 22:45

page 84 (5 minutes later)

15:45

20:00

13:25 21:15

16:05 17:40

pl e

earlier

0.75 0.5

0.25 0.83

Prim-Ed Publishing â€“ www.prim-ed.com

Maths Games 93

Answers page 86 (Fractions)

page 88 (Faces)

Objective: Identifies parts of a whole as fractions, decimal fractions and percentages.

Objective: Identifies features of 3-D shapes.

1/2

1/8

3/4

6 1

0

6 8

5

8 5

0

6 0 0

pl e 5

g

in 9

1

9

1

1

12

8

1

Vi

12

8

1

0

ew 2

1

5

1 6

Objective: Identifies features of 3-D shapes.

3 2

0

1

5 8

page 88 (Edges)

8

0 1

5

3 2

Sa m

Objective: Identifies features of 3-D shapes.

6 5

3

5

page 88 (Corners)

0

2

6

5/6

3/5

5

6 5

1

1

1/4

5/12

5 6

1/2

1/8

4/8

3/4

1

5/8 3/4

1/2

1/2

1/4

3/5 5/12

1/4

1/2

5 2

5/6

3/4

3

1/2

1/4

12 9

2 8

12

2 1

2

8

1 9

1

Prim-Ed Publishing â€“ www.prim-ed.com

Maths Games 94

0616UK Maths Games 3

Published on Oct 29, 2013

Excellent series of photocopiable numeracy games