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Maths – Back To Basics (Yr 1/P 2) Published by Prim-Ed Publishing® 2009 Copyright© Jenni Harrold 2008 ISBN 978-1-84654-170-4 PR– 6056

Additional titles available in this series: Maths – Back To Basics (Yr 2/P 3) Maths – Back To Basics (Yr 3/P 4) Maths – Back To Basics (Yr 4/P 5) Maths – Back To Basics (Yr 5/P 6) Maths – Back To Basics (Yr 6/P 7) Maths – Back To Basics (Yr 6 Ext/S1)

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.

Copyright Notice Blackline masters or copy masters are published and sold with a limited copyright. This copyright allows publishers to provide teachers and schools with a wide range of learning activities without copyright being breached. This limited copyright allows the purchaser to make sufficient copies for use within their own education institution. The copyright is not transferable, nor can it be onsold. Following these instructions is not essential but will ensure that you, as the purchaser, have evidence of legal ownership to the copyright if inspection occurs.

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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 pupils to access them.

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Website: www.prim-ed.com

FOREWORD Maths – Back To Basics is a series of books with a back-to-basics approach designed to support and reinforce the foundations of the maths curriculum. It is a clear and comprehensive resource that covers number, measurement, shape and data concepts for each year level. Although intended as a homework resource, this series is also ideal for: • • • •

teaching a new concept consolidation assessment revision.

Titles in the series are: Maths – Back To Basics – Yr 2/P 3 Maths – Back To Basics – Yr 4/P 5 Maths – Back To Basics – Yr 6/P 7

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Maths – Back To Basics – Yr 1/ P 2 Maths – Back To Basics – Yr 3/P 4 Maths – Back To Basics – Yr 5/P 6 Maths – Back To Basics – Yr 6 Ext/S1

CONTENTS

Number

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Teachers notes ......................................................................................................................................................................................... iv Curriculum links .................................................................................................................................................................................. v–vii

Identifying 2-D shapes ................................................ Identifying 3-D shapes ................................................ Straight and curved ..................................................... Using shapes ................................................................ Symmetry ...................................................................... Location .........................................................................

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Counting numbers to 10 .................................................. 2–3 Counting numbers to 20 -1............................................... 4–5 Counting numbers to 20 -2 .............................................. 6–7 Ordinal numbers ............................................................... 8–9 Bigger or smaller ......................................................... 10–11 More than, less than ................................................... 12–13 Half and double ............................................................ 14–15 Addition ......................................................................... 16–17 Addition problems ........................................................ 18–19 Subtraction ................................................................... 20–21 Subtraction problems .................................................. 22–23 Groups of … ................................................................ 24–25 Money – Coins .............................................................. 26–27 Matching coins ............................................................ 28–29 Money amounts ........................................................... 30–31 Counting ........................................................................ 32–33 Number patterns .......................................................... 34–35 Number sentences ...................................................... 36–37

Shape 38–41 42–43 44–45 46–47 48–49 50–51

Measurement

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Size ................................................................................ 52–53 Length ............................................................................ 54–55 Capacity ......................................................................... 56–57 Mass .............................................................................. 58–59 Periods of time ............................................................. 60–61 Days of the week ......................................................... 62–63 Months of the year ....................................................... 64–65 Seasons ......................................................................... 66–67 Analogue time .............................................................. 68–69

Data Possibilities ................................................................... 70–71 Categories ..................................................................... 72–73 Data ................................................................................ 74–75 Pictograms .................................................................... 76–77 Block graphs .................................................................. 78–79

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Maths – 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

• Shape

• Measurement

• Data

Each section covers a variety of concepts. The number of concepts covered varies from section to section. Each pupil page in the book provides teachers with activities that relate solely to one mathematical concept. The pupil pages are graded, with activities that show a progressive degree of difficulty. In this way, teachers can use the page to introduce a new concept and then reinforce knowledge and skills. The pupil pages are supported by a corresponding teachers page.

Teachers notes page Objectives show the specific desired outcomes when completing the worksheet.

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The name of the concept is given.

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The name of the related mathematical area is given.

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

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Answers are given for all questions on the pupil page.

The name of the related mathematical area is given.

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Pupil page

The name of the concept is given.

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

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

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. Pupils who need extra assistance may also find this a helpful way to revise material previously taught. Maths – Back To Basics

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CURRICULUM LINKS

England, Mathematics, Year One curriculum objectives: Using and applying mathematics

• solve problems involving counting, adding, subtracting, doubling or halving • describe simple patterns and relationships involving numbers or shapes • count reliably at least 20 objects • compare and order numbers

Counting and understanding number

• use the equals (=) sign • read and write numerals from 0 to 20 • use knowledge of place value to position these numbers on a number line

• use the vocabulary of halves in context

Knowing and using number facts

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• derive pairs of numbers with a total of 10

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• say the number that is 1 more than or less than any given number

• derive addition facts for totals to at least 5 and work out corresponding subtraction facts • count on in ones and twos

• recall the doubles of numbers to 10

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• relate addition to counting on

• understand subtraction as ‘take-away’ and ‘find a difference’

Calculating

• use the vocabulary related to addition and subtraction and symbols to describe and record addition and subtraction number sentences

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• combine groups (of 2 or 5)

• visualise and name common 2-D shapes and 3-D solids and describe their features • use 2-D shapes to make patterns and pictures

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Understanding shape

• use everyday language to describe the position of objects • estimate and compare objects

Measuring

• use vocabulary related to time • order days of the weeks and months • read time to the hour

Handling data

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• present outcomes using block graphs or pictograms • sort objects into groups according to a given criterion

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Maths – Back To Basics

CURRICULUM LINKS

Northern Ireland, Mathematics and Numeracy, Foundation Stage curriculum objectives: • count a variety of objects • match numerals to sets • order numerals within 10 • develop an understanding of conservation of number within 10 • explore ordinal number • explore the number that comes after/before a given number

Number

• extend understanding of number beyond 10

• recognise numerals up to 10

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• count forwards and backwards in ones within 10

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• carry out simple mental calculations

• extend counting in ones and recognition of numbers beyond 10 • count in 2s • use money in various contexts

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• understand the need to pay for goods

• become familiar with coins in everyday use

• compare two objects of different length/weight/capacity

Measures

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• understand and use the language of comparison • sequence two or three familiar events

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• talk about significant times on the clock • explore time patterns

• create pictures and patterns with 2-D shapes Shape and Space

• investigate and talk about the properties of shapes • describe and name common 3-D and 2-D shapes • understand and use a range of positional words

Sorting

• sort collections of random materials • create and explore patterns

Patterns and Relationships

• understand the concept of addition • compare sets by counting objects to understand the terms ‘more than’ and ‘less than’ • investigate the relationship between addition and subtraction

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CURRICULUM LINKS Scotland, Mathematics, Early curriculum objectives: • explore numbers and use them to count, create sequences and describe order • count on and back to help understand addition and subtraction • develop an awareness of how money is used Number, Money • recognise and use a range of coins and Measure • know how routines and events in their world link with times and seasons • record and display times using clocks • investigate and compare sizes and amounts • explore patterns and create own patterns Shape, Position • investigate shapes and sort, describe and be creative with them and Movement • create symmetrical patterns and pictures

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• display findings in different ways

Information Handling

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• sort objects using others’ criteria

Wales, Mathematical Development, Foundation Phase curriculum objectives: • develop an interest in numbers

• understand number and number notation

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• use number names accurately

• count, read, write, compare and order numbers

Number

• calculate in a variety of ways

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• count on or back in steps

• explore patterns in number sequences

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• compare two objects in terms of mass or length by direct observation • recognise the time of day and understand the passage of time in relation to daily activities and life events • know and order the days of the week and the months and seasons of the year

Measures and Money

• sequence two or more familiar events • read time on an analogue clock • develop an awareness of the use of money • recognise, sort and use coins • play with shapes and make pictures

Shape, Position • understand and use the properties of shapes and Movement • know the names of common 2-D and 3-D shapes • sort shapes Handling Data

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• sort and classify sets of objects • represent collected data on simple charts and graphs www.prim-ed.com

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Maths – Back To Basics

COUNTING NUMBERS TO 10 NUMBER

TEACHER INFORMATION Objective Recognises, counts and writes numbers to 10.

Concepts required Numbers 0–10 Counting backwards

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1. Teacher check pictures 0 zero 1 one 2 two 3 three 4 four 5 five 6 six 7 seven 8 eight 9 nine 10 ten

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Answers

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2. 10, 9 , 8, 7, 6, 5, 4, 3, 2, 1, 0

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COUNTING NUMBERS TO 10 NUMBER

1. Finish the table.

Write the number or word. Draw pictures to show how many. Number

Word

Pictures

zero

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PUPIL NAME

1

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three 4

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5

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six

eight 9

2. Write the numbers backwards. 10, Prim-Ed Publishing®

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,

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,

, 3

,

,

,

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COUNTING NUMBERS TO 20 – 1 NUMBER

TEACHER INFORMATION Objective Recognises, counts and writes numbers to 20.

Concepts required Numbers and words to 20 Ordering numbers

Answers

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

1, 2, 3, 4 7, 8, 9, 10 10, 11, 12, 13 17, 18, 19, 20

3. Teacher check picture

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4. Teacher check picture

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2.

16 17 18 19 20

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1. 11 12 13 14 15

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COUNTING NUMBERS TO 20 – 1 NUMBER

eleven

sixteen

twelve

seventeen

thirteen

eighteen

fourteen

nineteen

fifteen

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twenty

2. Write the numbers in order. (a) 3, 2, 4, 1

(b) 7, 10, 9, 8

(c) 11, 13, 10, 12

(d) 19, 17, 18, 20

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3. Draw eleven flowers.

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PUPIL NAME

1. Write the correct number next to each word.

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,

,

,

,

,

4. Draw a cake with 16 candles.

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Maths – Back To Basics

COUNTING NUMBERS TO 20 – 2 NUMBER

TEACHER INFORMATION Objective Recognises, counts and writes numbers to 20.

Concepts required Numbers to 20 Recognising numbers and words to 20 Counting everyday items

Answers 12 3

16 19

6 11

2 7

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3. Answers will vary

8 20

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2. 15 17

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1. Teacher check numbers 1–20

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COUNTING NUMBERS TO 20 – 2 NUMBER

1. Fill in the missing numbers. 1

3 12

9 15

18

20

fifteen

twelve

sixteen

six

eight

two

seventeen

three

eleven

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twenty

nineteen

seven

forks

beds

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3. For each object, count the number you have at home.

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2. Write the number next to each word.

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TVs

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cups

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ORDINAL NUMBERS NUMBER

TEACHER INFORMATION Objective Reads, writes and uses ordinal numbers.

Concepts required Ordinal numbers 1st–5th in numbers and words 1st, 2nd, 3rd medal colours – gold, silver, bronze

Materials needed

Answers 2. 1st – gold 2nd – silver 3rd – bronze

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3. Teacher check

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1. Teacher check

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Coloured pencils

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ORDINAL NUMBERS NUMBER

1. Trace over the words and write the numbers.

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person wins a gold medal.

The

person wins a silver medal. person wins a bronze medal.

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2. The

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3. Colour the 1st, 2nd and 3rd medals.

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Label the 1st, 2nd and 3rd winners.

Maths – Back To Basics

BIGGER OR SMALLER NUMBER

TEACHER INFORMATION Objective Identifies relationships among numbers.

Concepts required Counting to 20 Numbers and words to 20 Bigger/Smaller

Materials needed

1. (a) 4, 6 colour 4 (b) 10, 8 colour 8

(b) 6 (d) ten

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3. (a) 1 (c) 8 (e) two

(b) 12 (d) eighteen

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2. (a) 9 (c) 20 (e) nineteen

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Answers

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Coloured pencils

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BIGGER OR SMALLER NUMBER

1. How many things are there in each group? Colour the smaller of the two groups.

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(b)

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(a)

2. Circle the bigger number. (a) 3 or 9

(b) 12 or 7

(d) five or eighteen

(c) 15 or 20

(e) eleven or nineteen

3. Circle the smaller number. (a) 4 or 1

(b) 6 or 13

(d) ten or sixteen

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(c) 14 or 8

(e) seventeen or two

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Maths – Back To Basics

MORE THAN, LESS THAN NUMBER

TEACHER INFORMATION Objective Counts to find one less and one more than.

Concepts required Counting to 20 One more/One less

Answers

2. (a) 3 (d) 14

(b) 6 (e) 16

3. (a) 2 (d) 11

(b) 7 (e) 16

(c) 10 (f) 20 (c) 9 (f) 19

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4. Teacher check

(a) is less than (b) (d) is more than (c)

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(b) 7 (d) 11

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1. (a) 4 (c) 5

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MORE THAN, LESS THAN NUMBER

1. How many things are there in each group? Write your answer.

Write if one group is more than or less than the other. Tick the box to give your answer. (a) (b)

/less than

(b)

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(c) (d)

(d) is more than

/less than

(c)

(b) 5

(c) 9

(e) 15

(f) 19

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2. Write the number that is one more than each of these numbers.

(d) 13

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(a) is more than

3. Write the number than is one less than each of these numbers. (a) 3

(b) 8

(c) 10

(d) 12

(e) 17

(f) 20

4. Draw two more fish.

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HALF AND DOUBLE NUMBER

TEACHER INFORMATION Objective Halves and doubles groups of pictures.

Concepts required Half Double Counting to 12

Coloured pencils

1. Teacher check pictures (a) 4, 2

(b) 6, 3

2. Teacher check pictures (b) 4, 8

(c) 10, 5

(c) 6, 12

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(a) 1, 2

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Answers

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Materials needed

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HALF AND DOUBLE NUMBER

1. In each picture, count the number of animals. Then colour half of the amount.

PUPIL NAME

(a)

(b)

How many?

Half of 4 =

How many?

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How many?

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(c)

Half of 6 =

Half of 10 =

(b)

(c)

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2. In each picture, count the number of things. Then draw double the amount.

How many?

Double 1 =

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How many?

Double 4 = 15

How many?

Double 6 = Maths – Back To Basics

ADDITION NUMBER

TEACHER INFORMATION Objective Records simple addition facts.

Concepts required Counting to 10 Adding one-digit numbers to 10 Number sentences ‘+’ sign

Answers

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1. (a) 3, 2, Total 5 (b) 1, 6, Total 7

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(c) 5, 3, Total 8 (d) 3, 6, Total 9 2. (a) 2 + 2 = 4

(c) 4 + 2 = 6 (d) 3 + 4 = 7

(b) 10

(c) 10

(d) 10

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(b) 3 + 3 = 6

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ADDITION NUMBER

(a)

total

(b)

total

(c)

total

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PUPIL NAME

1. Count the pictures. How many altogether?

total

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(d)

+

+

=

+

+

=

(c)

+

+

=

(d)

+

+

=

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2. Write the number sentence. Find the total.

3. Solve the addition sentences.

(a) 7 + 3 =

(b) 8 + 2 =

(c) 5 + 5 =

(d) 9 + 1 =

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Maths – Back To Basics

ADDITION PROBLEMS NUMBER

TEACHER INFORMATION Objective Solves addition word problems.

Concepts required Reading word problems Counting to 10 Adding to 10 Writing number sentences

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Answers 1. 2 + 3 = 5 apples and oranges

3. 5 + 5 = 10 books 4. 3 + 7 = 10 children

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5. 1 + 8 = 9 sea creatures

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2. 4 + 3 = 7 flowers

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ADDITION PROBLEMS NUMBER

1. There are two apples and three oranges in the bowl.

How many are there altogether?

+

apples and oranges

=

2. There are four flowers in one vase and three in another.

+

flowers

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How many are there altogether? =

How many are there altogether?

+

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3. There are five books on the shelf and five on the table.

=

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4. There are three girls and seven boys.

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How many children are there altogether?

+

children

=

5. There is one seahorse and eight fish in the tank.

How many are there altogether?

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+

sea creatures

=

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Maths â€“ Back To Basics

SUBTRACTION NUMBER

TEACHER INFORMATION Objective Records simple subtraction facts.

Concepts required Counting to 10 Subtracting numbers up to 10 Number sentences ‘–’ sign

Coloured pencils

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1. 3, 1 2. 5, 2 3. 8, 3 4. 10, 6 5. (a) 3 – 1 = 2 (b) 4 – 2 = 2 (c) 4 – 3 = 1 (d) 4 – 1 = 3 (e) 5 – 3 = 2

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Answers

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Materials needed

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SUBTRACTION NUMBER

1. Count the flowers. Colour two.

How many are left?

2. Count the snails. How many are left?

Colour five.

How many are left?

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4. Count the spiders.

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3. Count the worms.

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Colour four.

How many are left?

5. Write the number sentence. Find the answer.

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Colour three.

(a)

–

–

=

–

–

=

(c)

–

–

=

(d)

–

–

=

–

=

(b)

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Maths – Back To Basics

SUBTRACTION PROBLEMS NUMBER

TEACHER INFORMATION Objective Solves subtraction word problems.

Concepts required Reading word problems Subtracting numbers up to 10 Writing number sentences ‘–’ sign

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Answers 1. 3 – 1 = 2 biscuits

3. 7 – 2 = 5 apples 4. 10 – 4 = 6 muffins

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5. 6 – 4 = 2 kittens

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2. 6 – 2 = 4 slices

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SUBTRACTION PROBLEMS NUMBER

1. Lucy had three biscuits. She gave one to Kate.

How many are left? –

biscuits

=

How many are left? =

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–

slices

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3. There were seven apples in the bowl. Kim took two for lunch.

–

=

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How many are left?

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4. Mum made 10 muffins. Four were eaten.

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2. A pizza had six slices. Mark ate two.

How many are left? –

muffins

=

5. The cat had six kittens. We gave away four.

How many are left? –

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kittens

=

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Maths – Back To Basics

GROUPS OF ... NUMBER

TEACHER INFORMATION Objective Identifies and counts groups of objects to find a total.

Concepts required Groups of Counting to 12

Answers 1. 3, 6

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2. 3, 12 3. 3, 9

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4. 4, 8 5. 2, 10 6. 4

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7. 6

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GROUPS OF ... NUMBER

1. How many groups of 2?

How many altogether?

2. How many groups of 4? How many altogether?

How many altogether?

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3. How many groups of 3?

4. How many groups of 2? How many altogether?

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5. How many groups of 5? How many altogether?

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6. Draw two groups of 2 fish. 7. Draw two groups of 3 birds.

How many altogether?

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How many altogether?

Maths – Back To Basics

MONEY – COINS NUMBER

TEACHER INFORMATION Objective Identifies coins.

Concepts required Knowledge of coins—value Most/Least

Answers

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1. Teacher check 2. 20 pence 3. one pence

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MONEY – COINS NUMBER

20 pence

five pence

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one pence

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two pence

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1. Draw lines to match the coins to the amounts.

10 pence

2. Which coin is worth the most? 3. Which coin is worth the least?

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Maths – Back To Basics

MATCHING COINS NUMBER

TEACHER INFORMATION Objectives Identifies coins. Matches coins and prices.

Concepts required Coins – value Identifying coin amounts

Coloured pencils

1.

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

10p coin 2p coin 20p coin 1p coin 5p coin

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Answers

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Materials needed

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2. (a) 10p coin (b) 5p coin (c) 20p coin

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MATCHING COINS NUMBER

1. Colour the coin that matches the first coin. (a)

(b)

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(d)

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(e)

2. Colour the coin you need to buy each item.

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Item

(a)

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PUPIL NAME

(c)

Cost 10p

(b)

5p

(c)

20p

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Coin needed

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Maths – Back To Basics

MONEY AMOUNTS NUMBER

TEACHER INFORMATION Objectives Orders money amounts. Identifies coins needed for given amounts.

Concepts required Ordering amounts from smallest to largest and largest to smallest Identifying coin amounts

Coloured pencils

1. 1p, 2p, 5p, 10p, 20p 2. 20p, 10p, 5p, 2p, 1p 2p + 2p 5p + 2p 5p + 5p 10p + 5p

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

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3.

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Answers

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Materials needed

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MONEY AMOUNTS NUMBER

1. Write the coin amounts in order from smallest to largest. 2p

5p

1p

20p

10p

2. Write the coin amounts in order from largest to smallest. 2p

20p

10p

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1p

3. Colour the two coins you need to buy each item. Cost

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Item

4p

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(a)

Coins needed

(b)

7p

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5p

(c)

10p

(d)

15p

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Maths – Back To Basics

COUNTING NUMBER

TEACHER INFORMATION Objective Counts in twos and threes.

Concepts required Numbers to 20 Ordinal numbers – second and third Counting by twos and threes

Coloured pencils

Sa m

Answers

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Materials needed

1. 2, 4, 6, 8, 10, 12, 14, 16, 18, 20 2. 3, 6, 9, 12, 15, 18

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3.–6. Teacher check

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COUNTING NUMBER

1. Count in twos. Colour every second number blue. 2. Count in threes. Colour every third number red.

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

pl e Sa m

in g

4. Draw 10 squares. Colour every second square yellow.

ew

5. Draw nine triangles. Colour every third triangle purple.

Vi

PUPIL NAME

3. Draw six circles. Colour every second circle green.

6. Draw 12 rectangles. Colour every third rectangle orange.

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Maths – Back To Basics

NUMBER PATTERNS NUMBER

TEACHER INFORMATION Objective Identifies number patterns.

Concepts required Counts to 12

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

1, 2, 3, 4, 5, 6 2, 4, 6, 8, 10 4, 3, 2, 1, 2, 3, 4 1, 3, 6, 9, 12 1, 2, 1, 3, 1, 4

pl e

1.

Vi

ew

in g

Sa m

2. Answer will vary

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NUMBER PATTERNS NUMBER

1. Write the numbers to show each pattern. (a)

pl e

ew

(d)

in g

(c)

Sa m

Vi

PUPIL NAME

(b)

(e)

2. Draw your own pattern to match the numbers.

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9

8 35

7

6

5

Maths – Back To Basics

NUMBER SENTENCES NUMBER

TEACHER INFORMATION Objective Identifies missing numbers in number sentences.

Concepts required Addition number sentences to 10 Subtraction number sentences to 10

Materials needed

Answers

in g

Vi

ew

2. (a) 1 (b) 2 (c) 3 (d) 7 (e) 5 (f) 9

Sa m

1. (a) 3 (b) 5 (c) 6 (d) 6 (e) 7 (f) 10

pl e

Coloured pencils

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Prim-Ed Publishing®

NUMBER SENTENCES NUMBER

(a) 2 + 1 =

1

2

3

4

(b) 3 + 2 =

2

5

6

7

(c) 4 + 2 =

4

5

6

7

(d) 3 + 3 =

5

6

7

8

(e) 5 + 2 =

5

6

7

8

(f) 9 + 1 =

9

10

11

Sa m

pl e

8

(a)

ew

in g

2. Colour the number that is missing from the number sentences. Write the answer. –

=

1

2

3

(b)

–

=

1

2

3

(c)

–

=

2

3

4

(d)

–

=

5

6

7

(e)

–

=

4

5

6

(f)

–

=

7

8

9

Vi

PUPIL NAME

1. Colour the number that is missing from the number sentences. Write the answer.

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Maths – Back To Basics

IDENTIFYING 2-D SHAPES – 1 SHAPE

TEACHER INFORMATION Objective Identifies 2-D shapes.

Concepts required Squares Rectangles Number of sides

Coloured pencils

1. (a) Teacher check (b) 4 (c) Teacher check (d) 4

Vi

ew

in g

2. (a) Teacher check (b) 4 (c) Teacher check (d) 5

Sa m

Answers

pl e

Materials needed

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IDENTIFYING 2-D SHAPES – 1 SHAPE

1. (a) Trace over the shape and name.

(b) A square has

(c) Colour the squares only.

(d) How many squares are there?

sides.

in g

Sa m

pl e

PUPIL NAME

Vi

ew

2. (a) Trace over the shape and name.

(b) A rectangle has

(c) Colour the rectangles only.

(d) How many rectangles are there?

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Maths – Back To Basics

IDENTIFYING 2-D SHAPES – 2 SHAPE

TEACHER INFORMATION Objective Identifies 2-D shapes.

Concepts required Triangles Circles Number of sides

Coloured pencils

1. (a) Teacher check (b) 3 (c) Teacher check (d) 6

Vi

ew

in g

2. (a) Teacher check (b) 1 (c) Teacher check (d) 8

Sa m

Answers

pl e

Materials needed

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IDENTIFYING 2-D SHAPES – 2 SHAPE

1. (a) Trace over the shape and name.

(b) A triangle has

(c) Colour the triangles only.

(d) How many triangles are there?

sides.

Sa m

pl e

PUPIL NAME

Vi

ew

in g

2. (a) Trace over the shape and name.

(b) A circle has

(c) Colour the circles only.

(d) How many circles are there?

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Maths – Back To Basics

IDENTIFYING 3-D SHAPES SHAPE

TEACHER INFORMATION Objective Identifies 3-D shapes.

Concepts required Cube Cone Sphere Cylinder Matching 2-D shapes

Sa m

Coloured pencils

pl e

Materials needed

Answers 1. (a) Teacher check

in g

(b) 2. (a) Teacher check

ew

(b)

3. (a) Teacher check

Vi

(b)

4. (a) Teacher check (b)

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42

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IDENTIFYING 3-D SHAPES SHAPE

1. (a) Trace over the shape and name.

(b) Colour the matching 2-D shape.

pl e

(b) Colour the matching 2-D shapes.

Sa m

ew

in g

3. (a) Trace over the shape and name.

(b) Colour the matching 2-D shape.

Vi

PUPIL NAME

2. (a) Trace over the shape and name.

4. (a) Trace over the shape and name.

(b) Colour the matching 2-D shapes.

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Maths – Back To Basics

STRAIGHT AND CURVED SHAPE

TEACHER INFORMATION Objective Identifies straight and curved lines and shapes.

Concepts required Straight lines Curved lines Writing own name

Coloured pencils

1. Teacher check 2. l, k, w, v

Vi

ew

in g

3. Teacher check

Sa m

Answers

pl e

Materials needed

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STRAIGHT AND CURVED SHAPE

1. Colour the shapes with straight lines blue. Colour the shapes with curved lines green.

Colour the shapes with straight and curved lines red.

ew

in g

Sa m

pl e

PUPIL NAME

Vi

2. Circle the letters that only have straight lines. t c e l

k o w v

3. Write your name.

Trace over the straight line letters in pink.

Trace over the curved line letters in orange.

Trace over the letters that have straight and curved lines in purple.

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Maths â€“ Back To Basics

USING SHAPES SHAPE

TEACHER INFORMATION Objectives Uses shapes to draw pictures and patterns. Draws shapes that can roll and slide.

Concepts required 2-D shapes Roll/Slide Patterns

pl e

Answers 1. Answers will vary

3. Answers will vary

Vi

ew

in g

4. Answers will vary

Sa m

2. Answers will vary

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USING SHAPES SHAPE

1. Use only 2-D shapes to draw each thing. (a) My house

(b) My bedroom

Sa m

2. Draw two objects that can roll.

in g

ew

3. Draw two objects that can slide.

Vi

PUPIL NAME

pl e

4. Make a shape pattern using triangles, circles, squares and rectangles.

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SYMMETRY SHAPE

TEACHER INFORMATION Objective Identifies symmetrical shapes.

Concepts required Understands a line of symmetry divides a shape into two equal and identical halves

Materials needed

1.

Sa m

Answers

pl e

Coloured pencils

2. Teacher check – various lines of symmetry

Vi

ew

in g

3. Teacher check

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SYMMETRY SHAPE

pl e

ew

in g

Sa m

2. Draw a line of symmetry on each shape.

3. Make these pictures symmetrical.

Vi

PUPIL NAME

1. Colour the shapes that are symmetrical.

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Maths – Back To Basics

LOCATION SHAPE

TEACHER INFORMATION Objective Uses and understands locational words.

Concepts required

Vi

ew

in g

1.–6. Teacher check

Sa m

Answers

pl e

Between Behind Inside Outside Up Under Left/Right

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LOCATION 2. Draw a horse behind a fence.

3. Draw you inside your bedroom.

4. Draw you outside your house.

in g

Sa m

pl e

1. Draw you between two friends.

6. Draw a bird up in a tree and a rabbit under the tree.

ew

5. Write the word ‘left’ on the left hand.

Vi

PUPIL NAME

SHAPE

Write the word ‘right’ on the right hand.

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Maths – Back To Basics

SIZE MEASUREMENT

TEACHER INFORMATION Objective Compares the size of objects.

Concepts required Big/Bigger/Biggest Small/Smaller/Smallest Tall/Taller/Tallest Short/Shorter/Shortest

Coloured pencils

1. Teacher check 2. (a) elephant 3. Answers will vary

Sa m

Answers

pl e

Materials needed

(b) truck

in g

4. Teacher check 5. (a) first tree

(b) baby

Vi

ew

6. Answers will vary

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SIZE MEASUREMENT

1. Trace over the words. 2. Colour the biggest thing in each group. (a)

(b)

Sa m

pl e

PUPIL NAME

3. Draw two things that are smaller than you.

ew

in g

4. Trace over the words.

5. Colour the shortest thing in each group. (b)

Vi

(a)

6. Draw two things that are taller than you.

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Maths – Back To Basics

LENGTH MEASUREMENT

TEACHER INFORMATION Objective Uses informal comparisons of length.

Concepts required Longer/Longest Shorter/Shortest Ordinals – 1st, 2nd, 3rd Wider/Widest

Coloured pencils

Sa m

Answers

pl e

Materials needed

1. (a) car – red, truck – blue (b) snake – blue, worm – red

2. giraffe–1st, cat–2nd, mouse–3rd

in g

3. Teacher check 4. Answers will vary 5. Answers will vary

Vi

ew

6. Teacher check

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LENGTH MEASUREMENT

1. In each group, colour the longer object blue and the shorter object red. (a)

(b)

2. Write ‘1st’ next to the tallest animal. Write ‘2nd’ next to the in between-sized animal.

pl e

ew

in g

3. Draw a longer road.

Sa m

4. Draw something that is shorter than a fork.

5. Draw something that is wider than your hand.

Vi

PUPIL NAME

Write ‘3rd’ next to the shortest animal.

6. Trace over the longer line.

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Maths – Back To Basics

CAPACITY MEASUREMENT

TEACHER INFORMATION Objective Uses informal comparisons of capacity.

Concepts required Full/Empty Less/More

Materials needed

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

Sa m

Answers

pl e

Coloured pencils

(b) glass

4. (a) bottle

(b) bath tub

in g

5. Answers will vary

Vi

ew

6. Answers will vary

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CAPACITY 1. Trace over the words.

MEASUREMENT

2. In each group, colour the things that are full green and the empty things yellow. (b)

pl e

3. In each group, colour the container that holds less. (b)

Sa m

(a)

in g

4. In each group, colour the container that holds more. (b)

ew

(a)

Vi

PUPIL NAME

(a)

5. Draw something that holds more than a cereal bowl.

6. Draw something that holds less than a glass.

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Maths â€“ Back To Basics

MASS MEASUREMENT

TEACHER INFORMATION Objective Uses informal comparisons of mass.

Concepts required Heavy/Heavier/Heaviest Light/Lighter/Lightest Balance scales

Coloured pencils

1. Teacher check 2. (a) brick – red (b) feather – purple The pencil is lighter. The book is heavier. The leaf is lighter. The rock is heavier.

balloon – purple apple – red

in g

3. (a) (b)

Sa m

Answers

pl e

Materials needed

ew

4. Answers will vary

Vi

5. Answers will vary

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MASS MEASUREMENT

1. Trace over the words.

2. In each group, colour the heavier object red and the lighter object purple. (b)

(a)

The pencil is

Sa m

The book is

(b)

ew

er. er.

The leaf is

er.

The rock is

er.

in g

pl e

3. Look at the balance scales.

4. Draw two things heavier than you. Circle the heavier of the two.

Vi

PUPIL NAME

(a)

5. Draw two things lighter than you. Circle the lighter of the two.

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Maths – Back To Basics

PERIODS OF TIME MEASUREMENT

TEACHER INFORMATION Objective Identifies periods of time and related activities.

Concepts required Day/Night Morning/Evening Ordering from 1–5

Answers

pl e

1. Answers will vary 2. Answers may vary

Vi

ew

in g

Sa m

3. Answers may vary

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PERIODS OF TIME

(b) Draw something you do at night.

pl e

1. (a) Draw something you do during the day.

ew

in g

Sa m

2. Write the numbers 1–5 to show the order of things you might do in the morning.

Vi

PUPIL NAME

MEASUREMENT

3. Write the numbers 1–5 to show the order of things you might do in the evening.

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DAYS OF THE WEEK MEASUREMENT

TEACHER INFORMATION Objective Identifies specific days and familiar activities.

Concepts required Days of the week Weekdays and weekend days Today, tomorrow and yesterday

Coloured pencils

1. Teacher check

Vi

ew

in g

2. Teacher check

Sa m

Answers

pl e

Materials needed

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DAYS OF THE WEEK MEASUREMENT

1. (a) Trace over the weekdays in blue. (b) Trace over the weekend days in red.

(c) Draw something you do during each day of the week.

Vi

ew

in g

Sa m

pl e

PUPIL NAME

2. (a) Today is

.

(b) Tomorrow is

.

(c) Yesterday was

.

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MONTHS OF THE YEAR MEASUREMENT

TEACHER INFORMATION Objective Identifies months of the year.

Concepts required

Answers

Vi

ew

in g

2. Answers will vary

Sa m

1. Teacher check

pl e

Months of the year Birthday – self and parent Current month First, second, last Christmas

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MONTHS OF THE YEAR MEASUREMENT

2. Draw a line to match each event to the right month.

My birthday

The first month

Vi

ew

in g

Sa m

pl e

PUPIL NAME

1. Trace over the months of the year.

This month

The last month

Mum’s or Dad’s birthday

The second month

Christmas

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Maths – Back To Basics

SEASONS MEASUREMENT

TEACHER INFORMATION Objective Identifies seasons of the year.

Concepts required Seasons of the year Related months Hot/Cold

Answers

Vi

ew

in g

3. Answers will vary

Sa m

2. (a) winter (b) winter (c) spring (d) spring (e) autumn (f) autumn (g) summer (h) summer

pl e

1. Teacher check

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SEASONS MEASUREMENT

1. Trace over the seasons of the year.

2. In each sentence, write the correct season.

(b) December, January and February are in .

Sa m

(c) In

the flowers bloom.

(d) March, April and May are in

in g

ew

(e) In

.

the leaves turn brown and fall.

(f) September, October and November are in

(g) In

pl e

the days are usually cold.

Vi

PUPIL NAME

(a) In

. the days are usually warm.

(h) June, July and August are in

.

3. (a) In winter, I like to

.

(b) In summer, I like to

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ANALOGUE TIME MEASUREMENT

TEACHER INFORMATION Objective Reads and records the time on analogue clocks.

Concepts required Reading clock faces O’clock Hours

Answers 3 o’clock 7 o’clock 10 o’clock 1 o’clock

2. Teacher check

Vi

ew

in g

3. (a) 5 o’clock (b) 12 o’clock

pl e

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

Sa m

1.

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ANALOGUE TIME MEASUREMENT

1. Write the time shown on the clocks. (a)

(b)

o’clock

(c)

o’clock

(d)

o’clock

o’clock

pl e

(c)

4 o’clock

9 o’clock

6 o’clock

(d)

2 o’clock

in g

(b)

Sa m

(a)

3. Draw something you might do at each time. Write the hour shown on each clock.

(a)

ew

Vi

PUPIL NAME

2. Draw the small hand to show the time.

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o’clock (b)

69

o’clock

Maths – Back To Basics

POSSIBILITIES DATA

TEACHER INFORMATION Objective Identifies the possibilities of events occurring.

Concepts required Will/Won’t/Might happen

Answers 1. Answers will vary

Vi

ew

in g

Sa m

pl e

2. Answers will vary

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Prim-Ed Publishing®

POSSIBILITIES DATA

1. Draw a picture for each sentence. (a) This will happen tonight. (b) This will happen tomorrow.

pl e

(d) This won’t happen tomorrow.

in g

Sa m

PUPIL NAME

(c) This won’t happen tonight.

(f) This might happen tomorrow.

Vi

ew

(e) This might happen tonight.

2. (a) Write about something that will happen next week.

It will

.

(b) Write about something that won’t happen next week.

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.

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CATEGORIES DATA

TEACHER INFORMATION Objective Sorts objects according to simple criteria.

Concepts required Sorting into groups Suitable pets

Answers 1. Teacher check

Sa m

pl e

2. (a) 10 (b) 3 (c) 2 (d) 4 (e) 6 (f) 5

Vi

ew

in g

3. (a) Pets – dog, cat, rabbit, goldfish, hamster (b) 5

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CATEGORIES DATA

(b)

(d)

(e)

(c)

Sa m

(a)

pl e

2. How many are there of each fruit?

in g

(f)

ew

3. Sort these animals into two groups: pets or not pets.

(a) Only colour the animals usually kept as pets.

(b) How many pets are there?

Vi

PUPIL NAME

1. Colour the same fruits the same colour.

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DATA DATA

TEACHER INFORMATION Objective Interprets data

Concepts required Counting to eight Reading questions Adding to eight More than

Coloured pencils

1. (a) 9 (b) girls (c) 19

ew

in g

2. (a) 3 (b) 3 (c) 6 (d) Teacher check (e) Teacher check

Sa m

Answers

pl e

Materials needed

Vi

3. (a) 5 (b) car, truck, bicycle (c) 8 (d) 2 (e) Teacher check (f) Teacher check

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DATA DATA

1.

Girls

10

Boys

9

(a) How many boys? (b) Are there more boys or girls?

(c) How many altogether?

2.

(a) How many insects?

(b) How many sea creatures?

pl e

(c) How many altogether?

Sa m

(d) Circle one insect. (e) Circle two sea creatures.

in g

ew

3.

(a) How many things fly? (b) Write the things that don’t fly.

Vi

PUPIL NAME

Total 19

(c) How many altogether?

(d) How many more things do fly than don’t fly?

(e) Circle one thing that doesn’t fly.

(f) Colour three things that do fly.

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PICTOGRAMS DATA

TEACHER INFORMATION Objective Interprets data and completes a pictogram.

Concepts required Reading a pictogram Counting to 12

Answers 1. (a) dog

(b) 3

(c) 2

(d) 12

Vi

ew

in g

Sa m

pl e

2. Teacher check

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PICTOGRAMS DATA

1. The pictogram shows some children’s favourite animals.

cat

monkey

(a) What was the favourite animal?

(b) How many liked dolphins?

(c) How many liked cats?

(d) How many animals altogether?

dog

rabbit

in g

Sa m

pl e

ew

2. Draw pictures on the graph to show some people’s favourite fruits.

Four liked bananas.

Three liked apples.

Five liked strawberries.

Two liked oranges.

Vi

PUPIL NAME

dolphin

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apple

strawberry 77

orange Maths – Back To Basics

BLOCK GRAPHS DATA

TEACHER INFORMATION Objectives Interprets data from a block graph. Uses given data to complete a block graph.

Concepts required Reading and drawing a block graph Counting to eight

Materials needed

1. (a) walked (c) 5

Sa m

Answers

pl e

Coloured pencils

(b) 3 (d) bus

Vi

ew

in g

2. Teacher check

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BLOCK GRAPHS DATA

1. Look at the graph of how pupils travel to school.

Sa m

pl e

PUPIL NAME

8 7 6 5 4 3 2 1

(a) How did most pupils travel to school?

(b) How many rode a bike?

(c) How many travelled in a car?

(d) Only two people used a

in g

ew

.

Vi

2. Colour the block graph to show people’s favourite colours. red – 4

blue – 8

green – 2

red

blue

green

pink – 6 yellow – 3

8 7 6 5 4 3 2 1

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pink

yellow Maths – Back To Basics