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Early finishers Book C Published by R.I.C. Publications® 2009 under licence to Creative Teaching Press Inc. Copyright © 2001, 2002, 2008, 2009 Creative Teaching Press Inc. This version copyright © Prim-Ed Publishing 2009

Titles available in this series:

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Book A Book B Book C Book D Book E Book F Book G

For your added protection in the case of copyright inspection, please complete the form below. Retain this form, the complete original document and the invoice or receipt as proof of purchase.

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Contributing authors to the Early finishers series are: Joellyn Cicciarelli Pamela Amick Klawitter Sue Lewis Linda Schwartz Vicky Shiotsu

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.

ISBN 978-1-84654-214-5 PR–6396

Early finishers Early finishers Early finishers Early finishers Early finishers Early finishers Early finishers

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.

Name of Purchaser:

Supplier:

School Order# (if applicable):

Signature of Purchaser:

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Date of Purchase:

Internet websites

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.

View all pages online

Website: www.prim-ed.com


Foreword Early finishers: Independent activities to reinforce basic skills is a 7-book series of copymasters intended primarily but not exclusively for pupils who finish set work early and require additional activities which they can complete independently (see page iv). The books are divided into the six sections:

Looking at words Following directions

Working with numbers Looking at pictures

Critical thinking Getting creative

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Each section provides enjoyable, high-interest activities that enable pupils to practise and develop their skills in the specific area. All activities are ready to use, allowing pupils to work independently. The titles in the series are: Early finishers (Book A) Early finishers (Book C) Early finishers (Book E) Early finishers (Book G)

Early finishers (Book B) Early finishers (Book D) Early finishers (Book F)

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Contents Teacher’s notes................................................... iv-v Pupil recording sheet............................................. vi Looking at words

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Draw the noun........................................................ 1 Colour by numbers 1–3...................................... 2–4 Word building 1–3............................................... 5–7 Word scramble 1–4........................................... 9–11 Magic word square 1–3.................................. 12–14 Word puzzle 1–5............................................. 15–19 Complete the chart 1–2.................................. 20–21 The five senses..................................................... 22 Tell me more......................................................... 23 Working with numbers

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Count by twos...................................................... 24 Number maze 1–2.......................................... 25–26 Addition path 1–2........................................... 27–28 Subtraction path................................................... 29 Number riddles 1–7........................................ 30–36 Ice-cream numbers.............................................. 37 Expanding numbers............................................. 38 Colour by numbers 1–3.................................. 39–41 Bullseye! 1–2.................................................. 42–43 Number detective 1–3.................................... 44–46 Magic number squares......................................... 47 Operations 1–3............................................... 48–50 Critical thinking Geometry puzzle................................................... 51 Word scramble..................................................... 52 Odd word out....................................................... 53 Which category? 1–3...................................... 54–56

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Use the clues 1–6........................................... 57–63 What’s the main idea? 1–3............................. 64–66 Find the shape...................................................... 67 What’s the pattern? 1–3................................. 68–70 Venn diagrams 1–2......................................... 71–72 Following directions Join the dots 1–2............................................ 73–75 Solve the riddle 1–4........................................ 76–79 Let’s draw 1–2................................................ 80–81 Crack the code 1–6........................................ 82–87 Amazing mazes 1–3........................................ 88–90 Looking at pictures Puzzle pairs.......................................................... 91 How many squares?............................................. 92 Picture symmetry 1–5..................................... 93–97 Test your memory 1–3.................................. 98–101 Getting creative Lovely letters...................................................... 102 How many uses?................................................ 103 Create a shape creature..................................... 104 Create a holiday.................................................. 105 Design a door..................................................... 106 Comic strip dialogues 1–2.......................... 107–108 Cinquain poem................................................... 109 Diamante poem.................................................. 110 Answer key Answers...................................................... 111–117

Early finishers

iii


Teacher’s notes Early finishers: Independent activities to reinforce basic skills is a series of books containing a range of high-interest, creative and challenging activities to satisfy the demands of the early finisher. All activities relate to the primary school curriculum in English, mathematics and art, and can be completed independently of the teacher. The activities include a variety of puzzles and brainteasers to motivate pupils, keeping them actively engaged as they practise a range of skills.

• for homework assignments • as revision for a particular skill

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• as meaningful ‘between-tasks’ activities.

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While the main target audience for the books is the early finisher, the activities can also be used: • in planning whole-class or group activities

Each book in the series is divided into six sections. Activities have been placed in the sections which best fit their main focus. Examples of activities in each section are: Looking at words:

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making new words from the letters in a given word or phrase; unscrambling words; wordsearch and crossword puzzles to develop vocabulary; identifying anagrams, similes and metaphors, synonyms and antonyms Working with numbers:

practising number operations with dot-to-dot, colour by numbers, mazes and pathways; determining place value by making and expanding numbers Critical thinking:

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recognising the odd-one-out; determining correct categories; identifying the main idea; sorting; using clues to solve problems Following directions:

locating routes and places on a map; creating pictures by plotting coordinates; following steps to draw pictures; decoding messages

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Looking at pictures:

finding matching pairs; completing symmetrical pictures; memorising features of a picture; copying a picture Getting creative:

suggesting different uses for everyday objects; designing crests, CD covers, items of clothing; creating new products; writing and illustrating cartoon strips and different types of poetry.

iv

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Teacher’s notes Using the resource effectively

Answers

To create a simple, structured environment in which the class continues to run smoothly, some preparation by the teacher is required.

The answers are given at the back of the book. In many cases where the tasks are open-ended, checking by the teacher is required.

Offering a resource which encourages pupils to take control gives them the opportunity to develop greater independence. The entertaining nature of the activities will motivate pupils to complete their set work so that they have time for another activity, leaving the teacher free to allocate his or her time most effectively.

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The copies need to be organised and located so that pupils can access them directly without disturbing other pupils or the teacher, who may be involved with a separate group.

Some activities, such as the ‘Colour by numbers’ are also listed as ‘Teacher check’. In these cases it is easier to have a completed page coloured correctly. Checking a pupil’s page against this will immediately highlight any errors.

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It will be necessary to anticipate the number of copies of each activity that may be required each week or given time period.

Rather than housing copies of all sections in one file, it may be appropriate to separate them and locate them in different areas of the classroom.

Take time to explain to the pupils how you want them to use the resource.

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Can the pupil choose which activity to do? Must he or she take one from each section in turn? Is the teacher going to determine specific activities? Is each task to be completed individually? Can pupils work in pairs or small groups?

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Are pupils allowed access to the answer pages? Can they mark each other’s work? Recording

Allocate a file or tray for pupils to return their completed sheets.

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Each book contains an individual pupil record sheet. Provide a file containing a sheet for each pupil, listed in alphabetical order. As a pupil completes an activity, he or she can cross off its page number on the record sheet. Provide a file for pupils to store the worksheets after they have been checked by the teacher.

Prim-Ed Publishing – www.prim-ed.com

Early finishers

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Name:

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Keep track of your work by filling in the box after completing the activity.

p. 2

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Early finishers

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Looking at w ords

Draw the noun A noun is a naming word. Draw a picture to show what the word in each box names.

mitten

doll

lock

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book

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tent

bear

bean

soap

string

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cake

nest

sheep

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Early finishers

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Looking at w ords

Colour by numbers – 1 The letters c and g can make either a soft sound or a hard sound.

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Read the words in the picture. Do they have hard or soft c and g sounds?

Colour key

hard c words – green

hard g words – yellow

soft c words – blue

soft g words – red

1. (a) Colour the picture using the colour key. (b) What can you see? I can see 2

Early finishers

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Looking at w ords

Colour by numbers – 2

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Read the words in the spaces. Clap out the syllables in each word. How many syllables does each word have?

1-syllable words – blue 2-syllable words – green 3-syllable words – brown 1. (a) Colour the picture using the colour key. (b) What can you see? I can see

Prim-Ed Publishing – www.prim-ed.com

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Early finishers

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Looking at w ords

Colour by numbers – 3 The words in the robot rhyme with the words in the colour key. (a) Write the rhyming words in the correct column in the table.

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(b) Follow the code to colour the robot. purple

yellow

brown

black

blue

orange

green

bake

bay

beat

best

bit

blot

bright

bring

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red

greet

sing

feet

say

wing

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got

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wheat

lake

test

light

guest

make

rest

fight

nest

rake

play

fit

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Early finishers

plot meat

tray

quit

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Looking at w ords

Word building – 1 1. Use the letters in each word to make other words to fit in the triangle.

Three-letter word Four-letter word

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Five-letter word

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Two-letter word

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(a) FRIEND

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(b) THEATRE

Two-letter word

Three-letter word Four-letter word Five-letter word Prim-Ed Publishing – www.prim-ed.com

Early finishers

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Looking at w ords

Word building – 2 1. Use the letters in each word to make other words to fit in the triangle.

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(a) BIRTHDAY

Three-letter word Four-letter word

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Five-letter word

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Two-letter word

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(b) ENVIRONMENTAL

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Two-letter word

Three-letter word

Four-letter word Five-letter word

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Early finishers

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Looking at w ords

Word building – 3 1. Use the letters in each word to make other words to fit in the triangle.

Three-letter word Four-letter word

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Five-letter word

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Two-letter word

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(a) RACETRACK

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(b) ANTARCTIC

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Two-letter word

Three-letter word

Four-letter word Five-letter word

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Early finishers

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Looking at w ords

Word scramble – 1 The letters in the words below are all mixed up.

(c) terta

(e) heewl

(g) reetts

(i) sephe

15

2

11

(b) swete

17

13

3

(d) tyci

(f) emet

(h) bayb

(j) rela

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10

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1

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(a) nkee

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1. Put the letters in order to make long e words.

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2. Copy the letters with numbers underneath to the matching numbers below to solve the riddle. What mystery letter copies the long e sound?

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!

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Looking at w ords

Word scramble – 2 far The letters in the words below are all mixed up.

shore

1. Put the letters in order to make words with a vowel + r pair.

(c) trsif

(e) norh

10

(g) letutr

(b) drta

(d) reh

(f) arc

(h) ruht

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6

4

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(i) fiengr

5

8

3

7

2

(j) rbdi

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bird

letter

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(a) trid

purse

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2. Copy the letters with numbers underneath to the matching numbers below to solve the riddle.

1

What it is in the middle of Paris?

2

3

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Looking at w ords

Word scramble – 3 The letters in the words below are all mixed up.

(b) nabnaa

(c) aesbn

(d) plpae

(e) raishd

(f) looricbc

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(j) parseg

1

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9

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(i) reecly

(h) ctrrao

(g) wiik

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10

4

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(a) noager

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1. Put the letters in order to make fruits or vegetables.

2. Copy the letters with numbers underneath to the matching numbers below to solve the riddle. What did the baby banana say to its father?

1

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2

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Looking at w ords

Word scramble – 4 1. Unscramble each of the mammal names below. (a) TIRGE 14

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(b) REQSULRI

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(c) HAEMSRT

15

11

(e) EBRAZ

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(d) NUKKS

3

4

(f)

NAADP

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(g) GOANAKRO

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9

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(h) LLAIROG

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(i)

PAOLR BERA GAFFIER

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(j)

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(k) MELCA

NAPTELEH

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(l)

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1

(m) ROEHS 2

(n) SEPHE 10

2. To solve the riddle, copy the letters in the numbered cells to the cells below with the same number. Why can’t leopards play hide-and-seek? Y 1

2

3

W 4

5

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. 10

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Looking at w ords

Magic word square – 1 1. How many words can you find in the square?

Rules • Start on any square. • Move one square at a time in any direction.

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• Letters may be jumbled but they must be touching each other.

Words I found

hop

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W

M

O

P

Y

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• You may not skip a square.

B

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(a) Follow the rules and write the words you find on the lines.

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(b) Write your words in alphabetical order.

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Early finishers

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Looking at w ords

Magic word square – 2 1. How many words can you find in the square?

Rules • Start on any square.

• You may not skip a square.

L

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Y

A

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Words I found

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• Letters may be jumbled but they must be touching each other.

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• Move one square at a time in any direction.

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(a) Follow the rules and write the words you find on the lines.

(b) Write your words in alphabetical order.

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Early finishers

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Looking at w ords

Magic word square – 3 1. How many words can you find in the magic word square?

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(a) Follow the rules and write the words you find on the lines below. There are more than 40 words! Rules • The words must have three or more letters. • Start on any square.

• You may not skip a square. • You may not use the same letter square twice in a row. • Plurals are allowed.

D

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• No proper nouns! (Example: Ana)

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• Move one square at a time in any direction.

Words I found

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(b) Write 12 of your words in alphabetical order.

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Early finishers

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Looking at w ords

Word puzzle – 1 1. Write the answers to the clues in the puzzle.

1.

Hint: All the answers are compound words.

3.

4.

6.

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2.

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9.

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Across

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3. a jumping partner game 6. needed to open some bottles

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10. unique to you Down

1. a pretty insect

7. you close these when you sleep

2. a busy road

8. where you clean yourself

4. falling off a boat

9. a comfortable seat

5. a reckless, daring person

11. a common swimming pet

6. when a boat rolls over Prim-Ed Publishing – www.prim-ed.com

Early finishers

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Looking at w ords

Word puzzle – 2 A synonym is a word that means the same. An antonym is a word that means the opposite.

hot

sweet

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Word bank buy

gather

light

damp

first

imitate

voyage

brave

forward 1.

Across 3. to purchase

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1. Match the words in the word bank with the clues and write the answers in the puzzle. Each answer is a synonym or antonym of the clue.

kind

2.

3.

4.

8. afraid 9. cruel

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6. to collect

5.

6.

7.

8.

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11. not heavy 12. sour Down

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1. a journey 2. last

4. backward

11.

5. a little wet 7. cold 10. to copy 12.

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Early finishers

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Looking at w ords

Word puzzle – 3 1. Read the words in the box. They all have something to do with the human body. (a) Find and circle the words hidden in the puzzle.

bones

elbow

lungs

brain

heart

muscles

R

Y

E

L

L

joints

digestion

nerves

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stomach

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(b) As you find each word in the puzzle, tick the word in the box. Words can be found in different directions.

A

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Early finishers

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Looking at w ords

Word puzzle – 4 1. Read the words in the box. They are all names of animals.

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(a) Find and circle the words hidden in the puzzle.

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(b) As you find each word in the puzzle, tick the word in the box. Words can be found in different directions.

bear

horse

parrot

snake

clownfish

newt

wombat

lizard

salamander

tiger

shark

toad

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Early finishers

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Looking at w ords

Word puzzle – 5 1. Read the words in the box. They are all names of geographical features. (a) Find and circle the words hidden in the puzzle.

bay

lake

ocean

pond

hill

glacier

peninsula

river

island

valley

mountain

desert

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(b) As you find each word in the puzzle, tick the word in the box. Words can be found in different directions.

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Early finishers

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Looking at w ords

Complete the chart – 1

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1. To complete the chart, write two words for each category that begin with the letter at the top of each column.

r

w

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Fruit

o

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Animal

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Place

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Name

Sport

2. Tick eight words in the box and write them in alphabetical order.

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Looking at w ords

Complete the chart – 2 1. (a) For each category, write a word that begins with the letter on the left. Score one point for each word. Earn five bonus points for any category where you have no incorrect answers or blanks.

C

Compound words (e.g. butterfly)

Score

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M

Nouns (e.g. book)

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A

Two-syllable words (e.g baby)

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Letter

One-syllable words (e.g boat)

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(b) What is the maximum number of points you could score?

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Total Bonus Final Score

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Early finishers

21


Looking at w ords

The five senses Using your senses helps you to think of descriptive words. 1. Colour in the snake segments that contain describing words to match the sense on the snake’s cap.

(a)

Hearing sizzle red

pop

Touch

pink

hard

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(c)

hot

cold

round

loud

crackle

buzz

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shhh

(b)

blue

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2. For each sense, write a sentence using one of the words.

smooth

black

bumpy

ridged

Taste

white

ew

sweet

sour

cold

salty bitter

pretty

ugly

spicy

yellow

Smell

stinky

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(d)

aromatic lemon

perfumed yellow

orange squishy spicy

sharp

(e)

Sight rough black warm

noisy

huge

square pink tiny bright

thin

cold

spicy giant

tall

sour

22

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Looking at w ords

Tell me more

along

her

after

lake

B

for

the

doctor

late

C

in

D

yesterday

E

winter

pl e

A

yard

path

work

school

in

south

the

rocky

cold

Sa m

1. Use the secret code to add more information about each subject and verb.

(a) The snake slithered (b) The patient waited

(c) The dog played

A

B

C

B

A

B

E

B

.

C

C

.

(d) She turned up B

B

C

(e) A friend called

D

A

.

D

.

Vi

ew

.

in g

(f) The boy swam

D

E

E

A

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.

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Working with nu

mbers

Sa m

pl e

Count by twos

50

2 94

52

6

4

in g

54

92

90

86

8

88

84

10

ew

Vi

14

18

20

62 72

74

44 68

26

66

70

76

78 24

46

64

80

22

16

58

60

82

12

48

56

28

42 40

36

38

34

30 32

1. (a) Count by twos to connect the dots and discover a hidden vehicle. (b) The vehicle is a/an

24

Early finishers

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Working with nu

mbers

Number maze – 1 1. Help Andy take three different paths home. (a) Begin at each arrow and draw the path with a pencil.

–5

Sa m

pl e

(b) Start with 19 and subtract the numbers along each path. Write your answers in the circles.

–4

–5

–1

–2

–0

–2

in g

–2

–2

–4

–5

–1

–1

–2

ew

–2

Vi

–8

19

–3

–4 –3 –3 –8

–2

–5

–4 – 10

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–1

–7

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Working with nu

mbers

Number maze – 2 1. Follow the maze from ‘Start’ to ‘End’.

(b) Write the final answer in the starburst.

+

– 4 +

8

+

8

+

9

5

6

4

7

4

in g

9

4

Sa m

8

pl e

(a) Solve the addition and subtraction problems as you go.

+

+

+

7

7

9

5

+

+

8

4

11

4

=

+

+

7

8

Vi

ew

5

End

Start

2. Create a number maze of your own. Ask a partner to solve it. Start

= End

26

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mbers

Addition path – 1

6

2

3

6

5

3

4 3

2

4

1

0

8

9

0

1

1

0

9

4

2

2

Vi

ew

in g

2

3

Sa m

7

pl e

Start

End 20

1. (a) To help the cat find its food, find the path of numbers that add up to 20. Begin at the number under ‘Start’ and end at the number above ‘End’. (b) Write an addition sentence to show the path you found.

The path of numbers that adds up to 20 is:

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Working with nu

mbers

Addition path – 2

Start

Vi

5 3 0 5 9 2 4 3 9 0 6

6 2 1 6 9 1 3 4 7 5 0

7 1 2 7 8 4 0 2 5 9 8

pl e

4 0 4 1 3 7 1 2 3 4 0

Sa m

3 4 6 2 4 6 5 3 6 4 1

in g

2 2 3 5 2 7 7 1 3 2 4

ew

3 6 9 4 3 4 9 2 4 7 2

End 50

1. (a) To help the ship sail to its port, find the path of 14 numbers that add up to the sum of 50. Begin at the number under ‘Start’ and end at the number above ‘End’. (Note: The path follows straight lines vertically and horizontally but not diagonally.) (b) Write an addition sentence to show the path you found.

The number path I took to find the sum of 50 was:

28

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Working with nu

mbers

Subtraction path

pl e

Start

10

5

18

16

9

9

7

3

2

4

6

1

0

6

8

3

4

2

3

5

4

2

1

2 End 0

Vi

ew

in g

Sa m

20

1. (a) To help the ant find its food, find the path of numbers that when subtracted equals zero. Begin at the number under ‘Start’ and end at the number above ‘End’. (b) Write a subtraction sentence to show the path you found.

The path of numbers that when subtracted equals zero is:

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29


Working with nu

mbers

Number riddles – 1 1. Solve the number riddles and circle all the possible correct answers.

(b) I have 3 tens and 2 ones.

What number(s) could I be?

What number(s) could I be?

316

61

16

361

(c) I have 9 ones and less than 4 tens. What number(s) could I be?

39

49

29

59

What number(s) could I be? 89

86

87

ew

88

32

23

632

(d) I have 2 ones and more than 6 tens. What number(s) am I?

in g

(e) I have 8 tens and more than 7 ones.

623

Sa m

pl e

(a) I have 1 ten and 6 ones.

32

72

52

92

(f) I have 4 tens and less than 5 ones. What number(s) could I be?

41

47

43

45

(h) I have more than 3 ones and less than 7 tens.

What number(s) could I be?

What number(s) could I be?

Vi

(g) I have less than 7 ones and more than 5 tens.

97

55

61

70

63

88

56

44

(i) I have less than 5 tens and more than 4 ones.

(j) I have more than 6 tens and less than 5 ones.

What number(s) could I be?

What number(s) could I be?

30

26

54

Early finishers

45

57

75

33

91

85

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Working with nu

mbers

Number riddles – 2 1. Solve the number riddles and circle the correct answers.

What number am I? 28

36

pl e

(a) Both my digits are even. The first digit is smaller than the second digit. The sum of my digits is 10.

48

What number am I?

Sa m

(b) I am an even number. My second digit is two times my first digit. The sum of my digits is 12.

36

48

24

in g

(c) The sum of my digits is an even number. My first digit is six less than my second digit. Twelve is the number you get when you add my digits. What number am I?

28

17

39

ew

(d) The sum of my digits is 9. My first digit is larger than my second digit. I am an even number.

What number am I? 81

63

54

Vi

2. Use similar clues to write your own number riddle in the box below.

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Working with nu

mbers

Number riddles – 3 1. Combine the numbers in each bag to create numbers that match the clues. Do not use a number in a bag more than once. (b) The number is even. It is greater than 35. It is less than 50.

8

7

(c) The number is even. It is greater than 55. It is less than 75.

8

4

Sa m

1

3

5

2

(d) The number is odd. It is greater than 40. It is less than 45.

5

6

9

in g

3

ew

(e) The number is even. It is greater than 75. It is less than 85.

7

7

8

4

5

3

(g) The number is odd. It is greater than 25. It is less than 30.

(h) The number is even. It is greater than 60. It is less than 70.

9

Early finishers

4

6

Vi

3

1

(f) The number is odd. It is greater than 60. It is less than 65.

32

pl e

(a) The number is odd. It is greater than 45. It is less than 60.

1

2

3

2

7

6

9

9

6

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Working with nu

mbers

Number riddles – 4 What do you call a rabbit that tells jokes?

22 +6

70 +6

=t

66 +2

33 +5

=b

=u

22 +5

=n

Sa m

=f

=n

in g

13 +5

91 +7

=r

65 +4

81 +4

=y

=n

41 +7

74 +3

56 +3

=n

=u

=y

ew

pl e

1. To solve the riddle, first answer each problem below.

Vi

2. Match the letters of your answers to the numbers under the solution to the riddle. (You will not use all the answers and letters.) Solution: !

A

18

76

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48

38

59

68

77

27

85

69

Early finishers

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Working with nu

mbers

Number riddles – 5 Riddle: Why did the doughnut go to the dentist? 1. (a) To solve the riddle, first answer each problem.

9 –8

12 –9

3 H

15 –8

10 –8

Vi

13 –9

4 F

14 –7

ew

17 –8

2 I

5 E

6 A

7 O

8 L

9 C

Sa m

1 T

12 –2

in g

0 N

pl e

(b) Use the code to write the letters that match the answers.

9 –4

6 –5

10 G

10 –4

16 –7

13 –6

11 –3

12 –6

9 –8

14 –6

16 –8

11 –9

10 – 10

15 –5

11 –6

!

34

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Working with nu

mbers

Number riddles – 6 Riddle: What do you put on the table and cut but never eat?

pl e

1. To solve the riddle, first answer each problem.

Sa m

4 5 36 =A =K +9 = R + =O + + 10 23 20 48

Vi

ew

in g

50 22 12 15 = E – = A + = S + =D – 42 13 36 38 =D 15 19 18 = C + = F – = C – 30 + 46 26 8 11

2. Match the letters of your answers to the numbers under the solution to the riddle. Solution:

9

23

8

10

6

31

14

15

41

Prim-Ed Publishing – www.prim-ed.com

12

7

24

Early finishers

35


Working with nu

mbers

Number riddles – 7

pl e

A superhero has special powers that save the day. Multiplication is the ‘superhero’ of addition. Its special powers save time when repeated addition is needed. 2 2 2 2 4x2=8 Problem: x 4 2 + 2 + 2 + 2 = 8 4 sets of two: 8 +2 8

1. Multiply the following numbers, showing the repeated addition. The first one has been done for you. (b) D 4 x 3 (e) U 9 x 5

F 3 x 3

(h) I 0 x 2

(i)

B 7 x 4

(k) M 3 x 3

(l)

G 9 x 2

(m) C 5 x 4

(n) A 7 x 5

(o) R 8 x 2

in g

(f)

ew

2+2+2=6

(d) N 8 x 4

(c) P 6 x 5

Sa m

(a) S 2 x 3 6

(g) E 1 x 7 T 6 x 3

Vi

(j)

2. Use your answers to find the name of Sam’s favourite superhero. Write the letter that goes with each answer on the lines below. The first one is done for you. S 36

6 Early finishers

45

30

7

16

9

35

32

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Working with nu

mbers

2

5

in g

Sa m

9

pl e

Ice-cream numbers

1. Use the three numbers on the ice-creams to answer the questions. What is ...

(a) the smallest number you can make?

ew

(b) the largest number you can make? (c) the sum of the first and last numbers?

Vi

(d) the number you get when you subtract the second number from the last number? (e) the number you get when you multiply the first and last numbers? (f) the sum of the first two numbers? (g) the sum of the last two numbers? (h) the number you get when you subtract the last number from the first number?

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Working with nu

mbers

Expanding numbers 1. Write each number in expanded form. The first one has been done for you. (a) 14 367 =

10 000 + 4000 + 300 + 60 + 7

pl e

(b) 19 695 = (c) 9208 = (d) 1029 =

(f) 301 =

Sa m

(e) 594 =

2. Write one digit in each square to complete the ‘crossnumber’ puzzle. Across A. 5000 + 300 + 20 + 1

in g

C. ninety-three

E. 4 thousands, 3 hundreds, 6 tens, 7 ones G. 10 less than 169 I. 9000 + 200

ew

J. 4 tens

A.

B.

C.

D.

K. 6000 + 700 + 3

E.

Down

Vi

A. 50 + 8

F.

G.

H.

B. one hundred ninety-three D. 3 thousands, 6 hundreds, 1 ten E. 100 more than 342

I.

J.

F. 7 tens, 5 ones H. 1 more than 946

K.

I. 900 + 6 38

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Working with nu

mbers

Colour by numbers – 1 1. (a) Complete the addition problems.

Key

pl e

(b) Use the key to colour the picture.

21 + 16

29 – green 37 – yellow 48 – brown

17 + 12

15 + 14

Sa m

53 – red

32 + 44

65 – purple

17 + 20

76 – blue 85 – white

62 + 23

in g

93 – orange

33 + 32

31 + 17

23 + 30

ew

31 + 22

Vi

21 + 44

15 + 22

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71 + 22

12 + 41 25 + 51

26 + 22

41 + 24

24 + 13 51 + 14

43 + 33

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Working with nu

mbers

Colour by numbers – 2 To find the train hidden in the puzzle, use the key to colour the squares.

Key Even numbers – blue

1

3

17

25

41

9

13

23

47

69

47

27

89

11

19

39

77

37

61

11

29

63

5

21

7

91

83

35

91

75

53

29

73

57

8

16

22

48

77

10

54

20

86

85

71

43

18

60

87

91

22

93

24

94

99

3

33

26

32

5

37

80

9

32

13

25

47

34

36

42

40

76

46

98

21

23

52

68

54

56

50

32

64

86

66

45

31

27

52

70

74

58

36

24

68

44

21

84

37

86

90

88

84

44

96

38

88

98

11

14

8

12

26

40

4

20

6

18

46

33

ew

in g

Sa m

15

Vi 40

pl e

Odd numbers – yellow

59

61

63

66

42

73

85

22

52

75

53

85

91

83

25

71

25

49

65

3

81

13

9

23

11

45

95

47

31

61

35

11

3

47

33

89

53

21

93

41

85

97

91

51

31

43

55

7

33

5

51

15

71

21

87

Early finishers

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Working with nu

mbers

Colour by numbers – 3 1. (a) Complete the subtraction problems. (b) Use the key to colour the picture.

3 to 4 – orange

8 to 10 – green

5 to 7 – blue

11 to 13 – silver

10 − 1

12 − 2

14 − 5

7−1

11 − 0 8−2

5−2

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4−1

14 −

8−5

7−4 12 − 9

14 − 9

12 − 7

8−4

Early finishers

7−3

9−5

3 11 − 6

12 −

−2 16

−2

1

1 5−

5−1

10

12 − 2

20 − 5

18 − 9 17 − 4

12 − 2

15 − 8

19 − 3

17 − 1

18 − 6

16 − 3

13

10

3

6−3

13 − 3

16 − 9

17 −

12 − 6

17 −

in g

10

ew

13 − 8

Vi

15 − 4

17 − 8

18 − 3

15 − 10

7−2

11 − 5

16 − 8

16

8−2

−1

0

−5

13 − 6 19 − 5

14 to 16 – yellow

Sa m

12 − 7

8−3

pl e

Key

41


Working with nu

mbers

Bullseye! – 1 1. What number must be added to the centre number to make the number in the outside ring? Write the number in the inside ring. The first one is started for you.

18

5

10

18

in g

11

15

12

ew

(c)

Vi

16

Early finishers

10

(d)

11

11

12 13 6

19 17

16

17

7

20

14

17

14

16 15

15

9

17

42

20

14 8

12

pl e

13

(b)

Sa m

(a)

11

20 18

15

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Working with nu

mbers

Bullseye! – 2 1. What number must be subtracted from the outer number to make the number in the centre? Write the number in the inside ring. The first one is started for you.

12

15

5

14

18

Vi

10

14

15

12

16

11 9

17

Prim-Ed Publishing – www.prim-ed.com

20

15

(d)

6

15

8

18

in g 13

ew

(c)

11

13

11

16

18

12

17

17

7

10

Sa m

20

(b)

pl e

(a)

16 11

20

19 14

17

Early finishers

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Working with nu

mbers

Number detective – 1 1. Circle the 13 subtraction problems in this puzzle. They may be found horizontally or vertically.

20

2

18

17

3 15

ew

16

20

0

7

Vi

11

19

Sa m

19

pl e

Hint: A number can be used in more than one problem.

6

12

12

14

7

7

1

5

4

4

2

3

in g

2. Write out the problems as you find them.

=

=

=

=

=

=

=

=

=

=

=

=

=

44

Early finishers

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Working with nu

mbers

Number detective – 2

16

36

23

21

16

30

5

15

21

16

15

29

10

10

14

13

19

23

25

10

15

5

36

17

31

35

25

26

35

18

19

18

17

33

19

10

5

26

19

15

17

32

4

5

14

15

17

9

22

9

19

25

24

14

16

19

6

29

11

3

28

15

Sa m

in g

Vi

pl e

22

ew

1. Circle sets of three numbers in a row, found horizontally, vertically or diagonally that add up to the sum of 50.

2. How many sets did you find? I found

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sets.

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Working with nu

mbers

Number detective – 3 1. Write + or – and = between the numbers to make a number sentence. Circle the number sentence. The first one has been done for you.

7

=

6

16

9

7

(e) 8

9

17

10

(g) 5

13

5

18

5

(b) 5

(d) 8

6

11

4

6

2

8

6

(f)

6

8

7

4

(h)

4

6

20

9

15

15

5

12

8

in g

(c) 6

4

pl e

13

Sa m

(a) 14

Vi

ew

2. Make up five more problems like those on this page.

46

Early finishers

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Working with nu

mbers

Magic number squares 1. Fill in the missing numbers in each magic number square so that each row, column and diagonal adds up to the magic number.

9

(b) Magic number is 21

8

pl e

(a) Magic number is 18

10 3

Sa m

5

7

4

in g

3

ew

(c) Magic number is 15

6

Vi

8

(d) Magic number is 18

6 9

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2

3

7

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Working with nu

mbers

Operations – 1

ew

in g

Sa m

pl e

1. Find and colour the hidden operation symbols.

+ red

subtract

Vi

add

– blue

2. (a) A < is called a (b) A + is called an (c) A > is called a (d) A = is called an (e) A – is called a

48

Early finishers

Key = yellow equals

< green less than

sign. I found sign. I found sign. I found sign. I found sign. I found

> orange

greater than

of them. of them. of them. of them. of them. www.prim-ed.com – Prim-Ed Publishing


Working with nu

mbers

Operations â&#x20AC;&#x201C; 2 Look at the numbers going in and coming out of each number cruncher. What operations have been used to change the numbers?

Sample problem

C R U N C H E R

OUT 2 10 8 14 9 5

IN 12 10 16 14 12 17

Operation: + 2 (c)

N U M B E R

OUT 15 13

Sa m

N U M B E R

(b)

in g

IN 0 8 6 12 7 3

(a)

pl e

1. Fill in the missing numbers using the correct operation and write the operation in the bottom of the box.

C R U N C H E R

Operation:

OUT 20 41

ew

N U M B E R

Vi

C R U N C H E R

Operation:

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IN 5 3 6 9 7 4

N U M B E R

OUT 18 10

C R U N C H E R

Operation:

(d)

IN 10 31 27 43 24 15

IN 20 12 15 18 10 17

(e) N U M B E R C R U N C H E R

Operation:

OUT 12 10

IN 15 9 17 11 20 5

N U M B E R

OUT 10 4

C R U N C H E R

Operation:

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Working with nu

mbers

Operations â&#x20AC;&#x201C; 3 Look at the numbers going in and coming out of each number cruncher. What operations have been used to change the numbers?

Sample problem

IN 18 12 10 16 20 15

Operation: + 1

Operation:

(d)

ew

(c)

OUT 100 20

Vi

IN 10 2 6 8 4 3

Operation:

50

OUT 15 9

Sa m

OUT 11 13 15 17 19 21

(b)

in g

IN 10 12 14 16 18 20

(a)

Early finishers

pl e

1. Fill in the missing numbers using the correct operation and write the operation in the bottom of the box.

IN 15 12 9 18 24 21

IN 5 6 7 8 9 10

OUT 10 12

Operation: (e)

OUT 5 4

Operation:

IN 15 10 25 20 50 5

OUT 3 2

Operation:

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Critical think in

g

Geometry puzzle 1. Using the letters and shapes, write the answers to the questions.

I

C

X

B

Q

F

E

Sa m

R

W

A

in g

J

N

pl e

D

(a) Which letters are in the square only? (b) Which letter is in the square and the rectangle?

ew

(c) Which letter is in the triangle and the rectangle? (d) Which letter is in the circle and the rectangle? (e) Which letters are in the triangle only?

Vi

(f) Which letters are in the circle only? (g) Which letters are in the rectangle only? (h) Which letters are not in the rectangle, circle, triangle or square?

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Critical think in

g

Word scramble 1. Rearrange the letters in each word below and add one letter to make the name of an animal!

=

(b) bare +

(c) dot +

=

(d) mall +

(e) meal + (g) grit +

= =

(k) pride +

=

(j) oil +

=

=

=

=

=

(l) brave + (n) sank + (p) sea +

= = =

Vi

(o) parole +

=

(h) some +

ew

(m) sore +

=

(f) master +

in g

(i) rash +

=

Sa m

(a) are +

pl e

Example: red + e = deer

52

Early finishers

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Critical think in

g

Odd word out In each row all of the words have something in common except one.

six

four

(b) blue

blew

green

(c) tulip

rose

(d) broccoli

apple

(e) eye

nose

black

yellow

daisy

pansy

peach

grape

banana

foot

ear

mouth

robin

hawk

salmon

sparrow

vase

circle

triangle

rectangle

(h) shoe

jacket

slipper

boot

sandal

(i) sofa

chair

couch

bench

dresser

(j) bee

lizard

ant

beetle

wasp

(k) bright

happy

lazy

toward

thick

(l) invite

wobble

grow

think

desk

Vi

ew

(g) square

ten

tree

in g

(f) owl

time

Sa m

(a) two

pl e

1. Find and circle the word that does not belong in each row. The first one has been done for you.

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Critical think in

g

Which category? â&#x20AC;&#x201C; 1 1. Write as many words as you can for each category. (a) Words that end with the letter a. (Example: tuba)

anaconda

pl e

Sa m

(b) Words that end with a double consonant. (Example: puff)

puff

ew

in g

Vi

(c) Words with a double consonant in the middle. (example: little)

54

Early finishers

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Critical think in

g

Which category? â&#x20AC;&#x201C; 2 1. Write as many words as you can for each category. (b) Words that begin and end with t

(c) Words that begin and end with r

(d) Words that begin and end with a

(e) Words that begin and end with d

(f) Words that begin and end with n

pl e

(a) Words that begin and end with s

Vi

ew

in g

Sa m

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55


Critical think in

g

Which category? â&#x20AC;&#x201C; 3 1. Write as many things as you can for each category.

in g

(b) Things that are hot

Sa m

pl e

(a) Things that have holes in them

Vi

ew

(c) Things that are green

(d) Things you can wear on your feet

56

Early finishers

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Critical think in

g

Use the clues – 1 1. Read the clues below to find Tanya’s treat. Cross out the number below the picture as you read each clue.

10

14

5

in g

Sa m

pl e

The number that is left is Tanya’s treat!

12

2

11

3

ew

Clues

• Tanya’s treat is not less than 9 – 3.

• Tanya’s treat is not equal to 14 – 4.

Tanya’s treat is

.

Vi

• Tanya’s treat is not greater than 7 + 6. • Tanya’s treat is not an even number.

2. Write four clues to choose a different treat for Tanya.

Tanya’s treat is

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Critical think in

g

Use the clues – 2 1. Read the character descriptions and decide which goes best with each picture.

She always wore colourful ribbons in her hair and bright-coloured clothes. Chelsea liked to talk. She was known as the school ‘chatterbox’. Chelsea Chatterbox to be exact.

I used to have a friend named Courtney Cramden, but now I think of her as Crabby Cramden. She always seems to be in a bad mood. She’ll find something to complain about, no matter what.

Aunt Tina always has a hug and a warm smile for me. She often invites me to stop over for cake. When we visit, she tells me stories of when she was younger.

(c)

(d)

in g

Sa m

Dad was tired and hot. He was breathing heavily. He said, ‘That was a hard run but it felt great’. Dad always has a good attitude and tries to do his best.

pl e

Write the name of the characters beneath their pictures.

(b)

Vi

ew

(a)

2. Write a character description for someone you know.

58

Early finishers

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Critical think in

g

Use the clues â&#x20AC;&#x201C; 3 Sun. Mon. Tue.

Wed. Thurs. Fri.

Sat.

1. Use a calendar to help you solve the brainteasers. (a) If today is Wednesday, what will be the day after tomorrow?

pl e

(b) If two days from today is Thursday, what was yesterday?

(c) Yesterday was the 13th. If tomorrow is Wednesday, what will the date be on Saturday?

Sa m

(d) If four days from today will be Monday, what was the day before yesterday?

(e) My birthday was five days ago. If three days after tomorrow is the 27th, what was the date of my birthday?

in g

ew

(f) Yesterday was Sunday. What was five days before the day after tomorrow?

Vi

(g) Five days from today will be Friday. What day is four days after tomorrow?

2. Write a brainteaser for a friend to solve.

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Critical think in

g

Use the clues – 4

Read the clues to work out which floor each friend lives on.

• When Neha visits Will, she has to go down two floors. • Sarah lives on the floor between Katy and Will.

• When Brodie goes to Neha’s to play, he goes up one floor.

Sa m

Write the name of each friend in the correct place next to the picture.

Clues

pl e

1. Five school friends—Neha, Will, Sarah, Katy and Brodie—live in the same five-storey apartment building.

Vi

ew

in g

• Katy lives on the ground floor.

60

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Critical think in

g

Use the clues – 5 1. To find out which dog on page 62 won ‘Best in show’, read the judges’ comments and cross off one dog at a time until only one is left.

Sa m

pl e

The dog that won does not have exactly five letters in its name.

The winning dog does not have a name that rhymes with the word noodle.

The dog that won does not have a name that is a compound word.

in g

The winning dog does not have a name with two identical consonants in the middle.

ew

The winning dog does not have the name of a country in its name.

Vi

The dog that won does not have exactly fifteen letters in its name.

The last five letters of the winning dog do not spell the name of a bird.

The winning dog does not have a name that starts and ends with consonants.

The dog judges picked for ‘Best in show’ was the

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Critical think in

g

chihuahua

cocker spaniel

golden retriever

Sa m

poodle

in g

pl e

Use the clues â&#x20AC;&#x201C; 5

boxer

Vi

ew

Australian shepherd

62

collie

Early finishers

bloodhound

beagle

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Critical think in

g

Use the clues – 6 Curtis, Linda, Lin, Yonni and Colin are all volunteering to work at the zoo this summer. Their jobs are selling tickets, cleaning cages, feeding animals, sweeping footpaths and selling snacks.

Clues

pl e

Use the clues to match each child to the correct job.

• Curtis wears old clothes so he won’t get dirty on his job.

Sa m

• Linda serves drinks as part of her job.

• Lin has to be able to count money and find change for her job. • Yonni has to remember which animal likes bananas. • Colin uses soap and water for his job.

Curtis Linda

Feeding animals

Sweeping footpaths

Selling snacks

ew

Lin

Cleaning cages

in g

Selling tickets

Yonni

Vi

Colin

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63


Critical think in

g

What’s the main idea? – 1 1. Write the main idea for each set of items listed below. (b)

apple

pl e

(a)

banana

Sa m

grapes

frog

watermelon

lemon

bird

fish

in g

ew

(c)

(d)

square

tired

diamond

mad

Vi

happy

64

dog

alligator

oval triangle

sad

rectangle

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Critical think in

g

What’s the main idea? – 2 I love to spend time with my family.

Main idea:

My family eats meals together.

My mum and I enjoy playing games.

I have a dentist appointment on Friday.

Vi

ew

in g

Sa m

Ms Morris is a great sports teacher.

pl e

Colour the children who are sharing a detail that supports the main idea.

My sister and I ride our bikes after school.

I like to bring my own lunch to school.

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After dinner, we all help to clear up.

I got an A for my spelling test.

Early finishers

65


Critical think in

g

What’s the main idea? – 3 1. Fill in each box with some details about what you can do at each location.

(b) The beach

Sa m

(c) The zoo

Vi

(d)

ew

in g

Early finishers

The fair

66

The park

pl e

(a)

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Critical think in

g

Find the shape 1. How many of each shape can you fit on the grid without overlapping or placing the shapes on shaded squares? You can turn the shape to fit.

Sa m

pl e

(a)

ew

in g

(b)

Vi

(c)

OR

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67


Critical think in

g

What’s the pattern? – 1 1. Colour the last shape in each row so that the sequence is continued.

pl e

(a)

Sa m

(b)

in g

(c)

ew

(d)

Vi

(e)

(f)

68

Early finishers

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Critical think in

g

What’s the pattern? – 2 1. Colour the last shape in each row so that the sequence is continued.

pl e

(a)

Sa m

(b)

ew

(d)

in g

(c)

Vi

(e)

(f)

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69


Critical think in

g

What’s the pattern? – 3

(a)

ABDCABDCA

in g

(b)

Sa m

1. Draw the next three images in each pattern.

pl e

What comes next?

(c)

ew

(d)

+÷×=+÷×=+÷

Vi

(e)

(f)

(g)

70

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Critical think in

g

Venn diagrams â&#x20AC;&#x201C; 1 1. Write as many animal names as you can think of that fit in each of the sections of the Venn diagram.

pl e

(a)

(f)

Sa m

(d)

(e)

(c)

les

(b)

ll a b

Fo

r

Tw o

s le g

sy

u

Take care! Each word can be correctly placed in only one section.

(g)

Six

(b)

ew

(c)

s

in g

(a)

l etter

(d)

Vi

(e)

(f) (g) Prim-Ed Publishing â&#x20AC;&#x201C; www.prim-ed.com

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71


Critical think in

g

Venn diagrams â&#x20AC;&#x201C; 2 1. Write as many space words as you can think of that fit in each of the sections of the Venn diagram.

yll

re

(b) (e)

(f)

Sa m

(d)

(c)

w e ls

(a)

vo

Tw o s

Th

s

e

le ab

pl e

Take care! Each word can be correctly placed in only one section.

(g)

Six

(a)

in g

le tt e rs

(b)

ew

(c)

(d)

Vi

(e)

(f) (g) 72

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Following dire ctions

Join the dots – 1 Follow the directions to create a picture of a giraffe. Mark each point on the grid on page 74 in the order given.

Start a new line at the arrow

.

pl e

Connect the points as you go.

(W,11)

(W,5)

(V,5)

(T,10)

(U,11)

(U,11)

(U,22)

(P,27)

(O,23)

(V,2)

(V,2)

(T,2)

(N,21)

(M,22)

(M,22) (L,13)

(M,2)

(K,2)

(J,23)

(G,23)

(F,19)

(C,12)

(C,12)

(D,2)

(B,2)

(B,14)

(C,16)

(C,29)

(I,23)

(I,19)

(F,14)

(G,2)

(E,2)

(E,14)

(C,30)

(M,35) (X,23)

in g

Sa m

(J,23)

(F,19)

(W,11)

Vi

ew

Use a ruler to connect the grid points in the order given.

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73


Following dire ctions

Vi

ew

in g

Sa m

pl e

Join the dots – 1

74

Early finishers

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Following dire ctions

Join the dots – 2 1. Draw each line segment using a straight edge to connect the dots. AB

CD

DR

HI

BC

DF

FO

ST

AC

CG

EO

BE

DG

EL

EF

FR

BL

pl e

PQ

MN

Sa m

KJ

•J

•G

A•

in g

Vi

L•

•E Q•

•I

D• • H

N• •B

ew

M•

•K • C

F•

•R •S •T

•P •O

2. What picture did you create? Prim-Ed Publishing – www.prim-ed.com

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75


Following dire ctions

Solve the riddle – 1 1. Follow the directions to find the answer to the riddle.

pl e

How do you keep a skunk from smelling? •

Write the letter a on the sixth line.

Write the word plug on the second line.

Write the word with on the fifth line.

Write the word You on the first line.

Write the word its on the third line.

Write the words clothes peg on the seventh line.

Write the word nose on line 4.

Vi

ew

in g

Sa m

.

76

Early finishers

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Following dire ctions

Solve the riddle – 2 1. (a) Follow the directions below to solve the riddle.

What did the archaeologist say to the mummy? • Cross out all words that are plurals.

• Cross out all words that name a part of the face.

• Cross out all words that are homophones for the word their.

• Cross out all words that are adjectives.

• Cross out all words that are the names of community helpers.

Sa m

pl e

CALVES

in g

LAZY

THERE

NOSE

LIBRARIAN

CITIES

I

HELPFUL

DIG

MOUTH

NURSE

YOU

THEY’RE

EYE

WISHES

ew

NERVOUS

(b) The words that have NOT been crossed out are the answer to the riddle.

• Draw a circle around each of these words.

• Start in the top left-hand corner of the puzzle.

• Read the circled words going across each row.

• Write the answer to the riddle on the line below.

Vi

Prim-Ed Publishing – www.prim-ed.com

.

Early finishers

77


Following dire ctions

Solve the riddle – 3 1. (a) Follow the directions below to solve the riddle.

Why did the koala stop arguing with the hedgehog? • Cross out all words that are compound words.

• Cross out all words that are adjectives.

• Cross out all words that are names of games people play.

• Cross out all words that are names of zoo animals.

• Cross out all words that come before the word cable in the dictionary.

• Cross out all words that begin and end with the same letter.

Sa m

pl e

BROOK

CHECKERS

LION

APPLE

DELICIOUS

HIGH

NECKTIE

CHESS

EXCITING

SHE

in g

LENTIL

CARDS

GOT

ZEBRA

THE

SAILBOAT

OLD

POINT

HOMEWORK

ew

CAB

Vi

(b) The words that have NOT been crossed out are the answer to the riddle.

• Draw a circle around each of these words.

• Start in the top left-hand corner of the puzzle.

• Read the circled words going across each row.

• Write the answer to the riddle on the line below.

78

.

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Following dire ctions

Solve the riddle – 4 1. (a) Follow each step to decode the name of a famous explorer.

• Change each x to n.

• Cross out every P.

• Add an M to the beginning of the second word.

• Change each q to e.

• Change each z to l.

• Cross out every t.

in g

Sa m

pl e

(b) The explorer’s name is

ew

Vi

2. On the map of South America, mark the feature that is named after this famous explorer. You may need to use an atlas or the Internet to help you.

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79


Following dire ctions

Let’s draw – 1 Follow each step to draw a monkey. Step 2

Sa m

pl e

Step 1

Draw the body and head of the monkey.

Step 4

ew

in g

Step 3

Draw curves for the face and stomach. Add arms and legs as shown.

Add eyebrows, eyes, a nose, a mouth, and a tail.

Vi

Draw the feet, ears, and hands. Erase the dotted lines.

Draw two monkeys, each holding a banana in one hand. 80

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Following dire ctions

Let’s draw – 2 Follow each step to draw a fire engine.

Add the ladder and sirens. Draw four wheels and two windows. Erase the dotted lines. Step 4

Sa m

Draw the body of the fire engine as shown.

pl e

Step 2

Step 1

in g

Step 3

Vi

ew

Add the hoses and other details to the Draw stairs, a front grill and headlights. side of the fire engine as shown. Draw smaller ovals inside the two right tyres.

Draw your fire engine here. In the background, draw a building on fire. Prim-Ed Publishing – www.prim-ed.com

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81


Following dire ctions

Crack the code – 1 Use the picture code to find the answer to the riddle. Write the answer letters under the picture symbols. The first one has been done for you.

A

B

C

D

E

pl e

♥ ➻ ` t b ; u j n F

G

H

I

J

K

Sa m

B X I w H Z U ( L

M

N

O

P

Q

v J m s h G ♦ ♣ ➢ S

T

U

V

in g

R

W

X

Y

Z

n m ’ J I

H Z m

Vi

ew

What did one earthquake say to the other?

82

w

Early finishers

; ♥ s I m

.

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Following dire ctions

Crack the code – 2 Use the picture code to find the answer to the riddle. Write the answer letters under the picture symbols. The first one has been done for you.

A

B

C

D

E

F

pl e

G ♦ J Z ♣ m v X s G

H

I

J

K

L

Sa m

U j ➢ ( h t B w M

N

O

P

Q

u ` ; n H ❤ I b ➻ S

T

U

V

in g

R

W

X

Y

Z

Why was the clock sad?

s ; I

X G Z

ew

Vi

h t t h ♣

; t J j

Prim-Ed Publishing – www.prim-ed.com

; t

; t

. Early finishers

83


Following dire ctions

Crack the code – 3 Use the code below to find the answer to the riddle. C

D

E

F

G

H

I

z

y

x

w

v

u

t

s

r

N

O

P

Q

R

S

T

U

V

m

l

k

j

i

h

J

g

f

K

L

M

pl e

B

q

p

o

n

W

X

Y

Z

c

b

a

b

Sa m

A

e

d

g

w

r

ew

r

in g

Riddle: What did the flag say to the pole?

m

Vi

z

q

84

Early finishers

b

f

g

h

w

s

m

r

g

h

z

t

r

g

v

w

’ m

. g

d

z

e

!

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Following dire ctions

Crack the code â&#x20AC;&#x201C; 4 1. Use the code below to find the answers to the riddles. C

D

E

F

G

H

z

y

x

w

v

u

t

s

N

O

P

Q

R

S

T

U

m

l

k

j

i

h

g

f

I

J

K

L

M

pl e

B

r

q

p

o

n

V

W

X

Y

Z

e

d

c

b

a

Sa m

A

(a) What did the guitar say to the famous rock star?

b

k

r

x

z

i

v

b

l

f

in g

s

p

r m t

l m

z

n

ew

d

v

o d

z

b h

?

Vi

(b) Why did the man put his car in the oven?

s

v

s

l

g

d

z m g

i

Prim-Ed Publishing â&#x20AC;&#x201C; www.prim-ed.com

l

w

v w

z

. Early finishers

85


Following dire ctions

Crack the code â&#x20AC;&#x201C; 5 1. Use the code below to find the answers to the riddles. C

D

E

F

G

H

I

z

y

x

w

v

u

t

s

r

N

O

P

Q

R

S

T

U

V

m

l

k

j

i

h

g

f

e

(a) What has 100 legs?

r

l

u

u g b

k

z

r

i

h

f

h

v

i

h

in g

u

g

i

l

Vi

ew

J

K

L

M

pl e

B

q

p

o

n

W

X

Y

Z

d

c

b

a

Sa m

A

.

(b) Why did the little bat brush his teeth?

86

s

v

y

z

Early finishers

g

s

z w

y

i

v

z

g

s

. www.prim-ed.com â&#x20AC;&#x201C; Prim-Ed Publishing


Following dire ctions

Crack the code â&#x20AC;&#x201C; 6 1. Use the code below to find the answers to the riddles. C

D

E

F

G

H

z

y

x

w

v

u

t

s

N

O

P

Q

R

S

T

U

m

l

k

j

i

h

g

f

I

J

K

L

M

pl e

B

r

q

p

o

n

V

W

X

Y

Z

e

d

c

b

a

Sa m

A

v

d

z m g

r m

s

r

Vi

ew

s

in g

(a) Why did the boy bring a ladder to his middle school?

t

v w

s

h

g

l

x

s

l

s

z

g

y

l

o

v

.

(b) Where does the magician keep his rabbit?

r m

Prim-Ed Publishing â&#x20AC;&#x201C; www.prim-ed.com

z

g

l

k

.

Early finishers

87


Following dire ctions

Amazing mazes â&#x20AC;&#x201C; 1 Help the worm get to the apple. Begin at start.

in g

Sa m

pl e

Draw your path through the maze. Do not cross any solid lines.

Finish

Vi

ew

Start

88

Early finishers

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Following dire ctions

Amazing mazes â&#x20AC;&#x201C; 2 Help the dog find his way to the bone!

pl e

Draw your path through the maze. Do not cross any solid lines.

Vi

ew

in g

Sa m

Finish

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Start

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Following dire ctions

Amazing mazes â&#x20AC;&#x201C; 3 Help the ant find its way back to the ant hill!

pl e

Draw your path through the maze. Do not cross any solid lines.

Vi

ew

in g

Sa m

Start

90

Early finishers

Finish

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Looking at pi ctures

Puzzle pairs 1. In each row, colour the two puzzle pieces that are exactly alike. (ii)

(iii)

(b)

(i)

(ii)

(iii)

(c)

(i)

(ii)

(d)

(i)

ew

in g

(iii)

(i)

(v)

(iv)

(v)

(iv)

(v)

(ii)

(iii)

(iv)

(v)

(ii)

(iii)

(iv)

(v)

(ii)

(iii)

(iv)

(v)

Vi

(e)

(iv)

pl e

(i)

Sa m

(a)

(f)

(i)

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91


Looking at pi ctures

How many squares? 1. How many squares are there in each picture? Hint: Two or more small squares can join to create a bigger square.

Sa m

pl e

(a)

There are

squares.

There are

squares.

in g

squares.

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(b) There are

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(c)

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Looking at pi ctures

Picture symmetry – 1 1. (a) Complete the picture of the teddy bear so that both sides are symmetrical.

Vi

ew

in g

Sa m

pl e

(b) Colour your teddy bear.

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Looking at pi ctures

Picture symmetry – 2 1. (a) Complete the picture of the house so that both sides are symmetrical.

Vi

ew

in g

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pl e

(b) Colour your house.

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Looking at pi ctures

Picture symmetry – 3 1. (a) Complete the picture of the gateway so that both sides are symmetrical.

Vi

ew

in g

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pl e

(b) Colour your gateway.

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Looking at pi ctures

Picture symmetry â&#x20AC;&#x201C; 4 1. (a) Complete the picture of the king so that both sides are symmetrical.

Vi

ew

in g

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pl e

(b) Colour your king.

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Looking at pi ctures

Picture symmetry â&#x20AC;&#x201C; 5 1. (a) Complete the picture of the castle so that both sides are symmetrical.

Vi

ew

in g

Sa m

pl e

(b) Colour your castle.

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Looking at pi ctures

Test your memory â&#x20AC;&#x201C; 1

Vi

ew

in g

Sa m

pl e

Look carefully at this picture for one minute. Try to remember as many details as possible. Then look at page 99 and see how many of the questions you can answer.

98

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Looking at pi ctures

Test your memory – 1 1. Answer as many questions as you can without looking at the picture on page 98 again.

(b) What kind of beds were in the room? (c) How many windows were in the room? (d) A poster of what singer was on the wall?

Sa m

(e) Was it morning or night?

pl e

(a) What instrument does the person play?

(f) What kind of pet was in the bedroom? (g) How many books were on the desk? (h) Was there a mirror in the room?

(i) What design was on the bedspread?

in g

(j) What month was it?

2. Write three more questions you could ask about the picture. (a)

ew

(b)

Vi

(c)

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Looking at pi ctures

Test your memory â&#x20AC;&#x201C; 2

Sa m

pl e

Look carefully at this picture for one minute. Try to remember as many details as possible. Use the list on page 101 to check all the things you remember seeing.

Vi

ew

in g

MODEL AEROPLANE

100

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GA M

E

TS H G

AU R D

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Looking at pi ctures

Test your memory â&#x20AC;&#x201C; 2 Tick the things you remember seeing in the picture on page 100. Think carefully: There are six things on this list that are not in the toyshop! crayons

model aeroplane kit

train

fingerpaints

doll

bag of marbles

kite

colouring book

stuffed animal

beach ball

pick-up sticks

board game

drum

watercolour paints toy car

football

draughts

tennis racquet

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ew

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pl e

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101


Getting crea tive

Lovely letters Change each letter into something whose name begins with that letter.

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102

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Getting crea tive

How many uses?

(a) Write as many ideas as you can think of below.

Sa m

in g

pl e

1. If you could bend and twist a clothes hanger into any shape you like, what might you use it for? As a frame for a kite? As a plant hook?

Vi

ew

(b) Draw a picture of something you would use the hanger for. Clearly show the hanger in your picture.

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Getting crea tive

Create a shape creature

ew

in g

Sa m

pl e

1. (a) Create a creature using any of these geometric shapes in any size. Add other features to your creature such as fangs, eyes, ears, teeth, hair and a nose.

Vi

(b) Complete the information about your creature.

My creatureâ&#x20AC;&#x2122;s name is

.

It loves to eat

.

It is

The most unusual thing about this creature is

104

metres tall and weighs

.

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Getting crea tive

Create a holiday Create a new holiday or reason to celebrate. Here are some examples: • Be Late for Something Day

• Eat Your Favourite Meal Day

• Iguana Appreciation Day

• Let’s Not Wear Socks Day

pl e

Name of holiday celebration

Origin/history of celebration

Sa m

Write notes in the framework to describe this new special day.

in g

Traditional activities to celebrate this day

ew

Traditional clothes worn on this day

Vi

Foods eaten on this day

Other ways this day is celebrated

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Getting crea tive

Design a door Doors come in many sizes, shapes and styles. Doors open many different things, such as sports cars, tree houses, castles and mansions.

Vi

ew

in g

Sa m

pl e

In each box below, draw and colour a different door. Describe what each door opens.

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Getting crea tive

Comic strip dialogue â&#x20AC;&#x201C; 1

Sa m

pl e

Write a dialogue between the cat and mouse in these pictures.

2

3

4

5

6

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ew

in g

1

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Getting crea tive

Comic strip dialogue – 2

Sa m

pl e

Write a dialogue between the two boys in these pictures.

2

3

4

5

6

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in g

1

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Getting crea tive

Cinquain poem 1. (a) Follow the example to create a cinquain poem of your own. (b) Illustrate your poem.

Example: Fog

Fluffy, thick

Blowing, rolling, covering

It makes me shiver

Clouds

Sa m

pl e

Title (1 word)

in g

Describes the title (2 words)

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ew

Describes the action of the title (3 words)

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Describes your feelings about the title (4 words)

Renames the title (1 word)

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Getting crea tive

Diamante poem Example:

The first half of a diamante poem describes the noun on the first line. The second half of the poem describes the noun on the last line.

snake

pl e

scaly, sneaky

1. (a) Follow the example to create a diamante poem of your own.

slithering, sliding, biting

boa, reptile, predator, bird

(b) Illustrate your poem.

flying, soaring, floating

Sa m

brown, feathered eagle

(1st noun)

in g

(adjective)

(verb ending in -ing)

(1st noun)

Vi

(verb ending in -ing)

(1st noun)

(2nd noun)

(2nd noun)

(verb ending in -ing)

(verb ending in -ing)

ew

(adjective)

(verb ending in -ing)

(verb ending in -ing)

(adjective)

(adjective)

(2nd noun)

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Answers Page 13 Teacher check

Looking at words Page 1 Teacher check

Page 14 Teacher check

Page 2 1. (a) Teacher check

Page 15

(b) an alien

1.

(b) a frog

2.

Page 4 red – rake, make, lake; yellow – greet, wheat, meat, feet; green – sing, wing brown – test, rest, guest, nest; orange – light, fight; blue – plot, got

Page 7 Teacher check

5.

6.

7.

8.

10.

3.

in g

(c) treat (f) meet (i) sheep

2. The mystery letter is y!

ew

(b) dart (e) horn (h) hurt

5.

8.

(c) first (f) arc or car (i) finger

11.

f i f r o s t h e r w o t a r k i n d m i l i g h t a t s w e e t

v o b u y a d g a b r a v e m p 1.

Page 8 1. (a) knee or keen (b) sweet (d) city (e) wheel (g) street (h) baby (j) real Page 9 1. (a) dirt (d) her (g) turtle (j) bird

4.

Sa m

Page 6 Teacher check

3.

9.

purple – play, tray, say; black – fit, quit Page 5 Teacher check

b u t m o t l e a p f r o g t r v d o f r e a l c o r k s c r e w y e a e a b d y y o p b e a s e a v l r a i f i n g e r p r i n t d z d m o h e l r s c l h o d a o f m i i s r h Page 16

pl e

Page 3 1. (a) Teacher check

2.

4.

7.

6.

9.

10.

11.

12.

2. The letter r!

Vi

Page 10 1. (a) orange (b) banana (c) beans (d) apple (e) radish (f) broccoli (g) kiwi (h) carrot (i) celery (j) grapes 2. I don’t peel very well. Page 11 1. (a) tiger (d) skunk (g) kangaroo (j) giraffe (m) horse

(b) squirrel (e) zebra (h) gorilla (k) camel (n) sheep

(c) hamster (f) panda (i) polar bear (l) elephant

Page 17 J

R

Y

V

V

X

U

H

L

S

E

L

L

J

D

W

N

E

U

E

E

A

Q

A

L

U

Q

A

N

L

S

T

O

M

A

C

H

R

G

C

N

T

U

F

H

G

G

T

S

S

D

I

G

E

S

T

I

O

N

U

I

T

S

R

E

L

B

O

W

M

A

J

O

I

N

T

S

J

N

Q

S

E

V

R

E

N

C

H

C

V

B

R

A

I

N

S

E

N

O

B

2. They are always spotted. Page 12 Teacher check

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Answers Page 18 I E I O T O N E A F S Q

G A H C M S R L W R Y N

E T Z L B B A S U T S O

R I W O E M A D E N W K

Z D C W A S R T A P B J

N A C N R A P K A V O L

J T D F N V E G A L D I

G E L I M P A R R O T Z

R S M S D S H A R K P A

P W X H H H Q S S G L R

T O A D T F E I K A E D

Page 24 1. (a) Teacher check (b) a tractor Page 25 –5

–5

–4

–1

–2

1 7

–0

–2

–2 –2

–5

–1

–4 –2

2

–1

–8

–3

–4

–3

–3

19

–1

–8

–2

–5

–4

F

B

H

C

D

P

L

A

I

N

V

V

V

J

A

G

F

E

V

G

W

P

A

Z

L

L

V

Y

S

N

T

L

P

R

L

A

D

A

N

T

T

I

W

A

K

E

L

U

F

C

K

I

I

N

U

C

W

D

E

N

I

N

E

D

S

L

I

Y

E

Y

N

Z

S

Q

X

U

S

E

L

S

A

V

I

X

D

L

N

L

Y

R

L

E

P

J

V

H

Z

T

A

A

P

L

C

R

O

A

E

M

A

K

Z

N

I

O

Y

T

N

S

R

I

X

S

J

H

D

Q

Y

N

D

M

M

E

S

A

M

O

U

N

T

A

I

N

Page 20 Teacher check

Page 27 (a) (b) 6 + 2 + 5 + 0 + 1 + 7 6 2 3 2 4 + 2 = 20 3 6 5 4 1 2

3

0

8

9

4

0

1

1

0

3

9

4

2

2

Page 28 1. (a)

3

2

3

4

5

6

7

6

2

4

0

3

2

1

9

3

6

4

0

1

2

4

5

2

1

5

6

7

3

2

4

3

9

9

8

4

7

6

7

2

1

4

9

7

5

1

4

3

0

2

1

3

2

3

4

2

4

3

6

3

9

7

5

7

2

4

4

0

5

9

2

4

1

0

6

0

8

ew

Page 21 Teacher check

Page 26 1. 19 2. Teacher check

in g

V R

Vi

Page 22 2. (a) hearing – sizzle, shh, pop, buzz, crackle (b) touch – hard, smooth, round, bumpy, ridged (c) taste – sweet, sour, bitter, salty, spicy (d) smell – stinky, perfumed, aromatic, spicy (e) sight – black, huge, pink, tiny, bright, square, thin, giant, tall, rough Page 23 1. (a) The snake slithered along the rocky path. (b) The patient waited for her doctor. (c) The dog played in the yard. (d) She turned up late for work. (e) A friend called yesterday after school. (f) The boy swam in the cold lake.

112

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–7

Sa m

– 10

Page 19

–2

pl e

T V W D H D N R E S G F

Working with numbers

(b) 3 + 6 + 9 + 4 + 5 + 2 + 1 + 3 + 7 + 1 + 2 + 3 + 4 + 0 = 50 Page 29 (a) 20 10 5 18 16 (b) 18 – 5 – 7 – 1 – 0 – 2 – 1 – 2 = 0 9 9 7 3 2 4

6

1

0

6

8

3

4

2

3

5

4

2

1

2

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Answers

Page 31 1. (a) 28

(b) 48

(c) 39

(d) 54

2. Teacher check Page 32 1. (a) 47 (b) 38 (c) 56 (d) 41 (e) 78 (f) 63 (g) 29 (h) 62 Page 33 2. A funny bunny!

in g

Page 36 1. (a) 2 + 2 + 2 = 6 (b) 4 + 4 + 4 = 12 (c) 6 + 6 + 6 + 6 + 6 = 30 (d) 8 + 8 + 8 + 8 = 32 (e) 9 + 9 + 9 + 9 + 9 = 45 (f) 3 + 3 + 3 = 9 (g) 1 + 1 + 1 + 1 + 1 + 1 + 1 = 7 (h) 0 + 0 = 0 (i) 7 + 7 + 7 + 7 = 28 (j) 6 + 6 + 6 = 18 (k) 3 + 3 + 3 = 9 (l) 9 + 9 = 18 (m) 5 + 5 + 5 + 5 = 20 (n) 7 + 7 + 7 + 7 + 7 = 35 (o) 8 + 8 = 16

ew

Page 37 1. (a) 259 (b) 952 (c) 9 + 5 = 14 (d) 5 – 2 = 3 (e) 9 x 5 = 45 (f) 9 + 2 = 11 (g) 2 + 5 = 7 (h) 9 – 5 = 4

Vi

Page 38 1. (a) 10 000 + 4000 + 300 + 60 + 7 (b) 10 000 + 9000 + 600 + 90 + 5 (c) 9000 + 200 + 8 (d) 1000 + 20 + 9 (e) 500 + 90 + 4 (f) 300 + 1 A.

B.

5 3 2 1 8 9 3 C.

E.

4

I.

J.

4

9

H.

1 5 9

2

0

0

7

0

3

0 K.

6

12 15 20 11 3 6 8 17 9 7 14 5 9 16 2 18 11

(d)

10 12 17 11 4 6 7 13 +6 11 512 14 20 9 18 15

Page 43 (a) 12

(b)

10 12 17 9 2 4 5 13 8 11 3 10 12 20 7 18 15

(c) 13

(d)

15 12 16 7 6 3 2 11 9 20 11 5 810 19 14 17

12 8 5 16 9 4 11 7 20 137 12 19 10 14 17

15 5 8 20 13 10 17 7 7 14 11 9 16 4 18 11 18 7 12 10 4 8 14 6 17 119 10 16 5 15 11

Page 44 1. 19 20 20

0

19

2

18

6

12 12

17

3

14

7

7

16 15

1

5

4

11

4

2

3

7

2. Teacher check Page 45 1. 22 16 36 23 21 16 30 15 21 16 15 29 10

10 14 13 19 23 25 10

F.

G.

(b)

18 10 2 5 106 14 +8 8 17 9 7 16 3 15 11

5

D.

3 6 7

4

Page 42 (a) 13

Sa m

Page 35 2. A deck of cards

2.

Page 41 Teacher check

(c) 15

Page 34 1. (b) To get a chocolate filling!

2. Superman

Page 40 Teacher check

pl e

Page 30 1. (a) 316, 16 (b) 32, 632 (c) 39, 29 (d) 72, 92 (e) 88, 89 (f) 41, 43 (g) 61, 70 (h) 56, 44 (i) 26, 45 (j) 91

4 7

Page 39 Teacher check

15

5

36 17 31 35 25

26 35 18 19 18 17 33 19 10

5

26 19 15 17

32

4

5

14 15 17

22

9

19 25 24 14 16

19

6

29 11

3

9

28 15

2. There are 10 sets Prim-Ed Publishing – www.prim-ed.com

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Answers

(e)

(b) 5 + 6 = 11 (d) 6 + 9 = 15 (f) 8 + 7 = 15 (h) 20 – 12 = 8

15 9 17

2. Teacher check Page 47 (a) 9

1

8

5

6

4

IN

11 (b)

20 10

5

6

7

3

7

11

11

3

8

9

4

(c) 8

1

6

5

4

9

3

5

7

10

6

2

18

4

9

2

3

8

7

12

2. (a) less than – 8 (c) greater than – 4 (e) subtraction – 8

12 10 16 14 12 17

N U M B E R C R U N C H E R

OUT

(b)

20

13

12

19

15

17

18

15

10

20

17

31

C R U N C H E R

OUT

43 24 15

(d)

IN

20

5

41

3

37

6

53

9

34

7

25

4

Vi

27

N U M B E R

N U M B E R

OUT

(c)

18 10

Operation: + 10

Early finishers

C R U N C H E R

13 16 8

15

Operation: – 2

ew (c) IN

10

114

IN

15

Operation: + 3

4 12 6 15 0

IN

OUT

(b)

IN

OUT

15

5

10

9

6

12

10

7

7

14

16

13

8

16

20

17

9

18

15

12

10

20

Operation: – 3

in g

Page 49 1. (a) IN

(b) addition – 9 (d) equals – 11

10

Operation: – 5 Page 50 1. (a)

Page 48 1. Teacher check

C R U N C H E R

OUT

Sa m

(d)

5

N U M B E R

pl e

Page 46 1. (a) 13 – 7 = 6 (c) 16 – 9 = 7 (e) 8 + 9 = 17 (g) 13 + 5 = 18

N U M B E R C R U N C H E R

OUT 12 10 13 16 14 11

Operation: + 7

IN

OUT

10

(d)

IN

OUT

100

15

5

2

20

12

4

6

60

9

3

8

80

18

6

4

40

24

8

3

30

21

7

Operation: x 10 (e)

Operation: x 2

IN

OUT

15

3

10

2

25

5

20

4

50

10

5

1

Operation: ÷ 3

Operation: ÷ 5

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Answers Page 64 1. (a) fruits (c) feelings/emotions

Page 51 1. (a) N & F (b) Q (e) W & A (f) I & B Page 52 1. (a) bear (e) camel (i) shark (m) horse

(c) R (g) C & E

(d) X (h) D & J

(b) zebra (c) toad (d) llama (f) hamster (g) tiger (h) mouse (j) lion (k) spider (l) beaver (n) snake (o) leopard (p) seal

Page 56 Teacher check

in g

Page 54 Teacher check Page 55 Teacher check

Page 65 My family eats meals together. My mum and I enjoy playing games. My sister and I ride our bikes after school. After dinner, we all help to clear up. Page 66 Teacher check

Page 67 Teacher check, answers can include: (a)

Sa m

Page 53 1. (a) time (not a number) (b) blew (not a colour) (c) tree (not a flower) (d) broccoli (not a fruit) (e) foot (not a part of the face/head) (f) salmon (not a bird) (g) vase (not a geometrical shape) (h) jacket (not something worn on the foot) (i) dresser (not something to sit on) (j) lizard (not an insect) (k) toward (not an adjective) (l) desk (not a verb)

(b) animals (d) geometric shapes

pl e

Critical thinking

(b)

(c)

Page 57 1. Tanya’s treat is a slice of pie

ew

2. Teacher check Page 58 1. (a) Aunt Tina (c) Dad

Page 68 (a)

(b)

(c)

Page 59 1. (a) Friday (b) Monday (c) 18th (d) Tuesday (e) 18th (f) Friday (g) Friday

(d)

(e)

(f)

Page 60 ground floor – Katy, 1st floor – Sarah, 2nd floor – Will, 3rd floor – Brodie, 4th floor – Neha

Page 69 (a)

(b)

(c)

(d)

(e)

(f)

(b) Courtney Cramden (d) Chelsea Chatterbox

Vi

2. Teacher check

Pages 61–62 The winning dog was the chihuahua. Page 63 Curtis – sweeping footpaths, Linda – selling snacks, Lin – selling tickets, Yonni – feeding animals, Colin – cleaning cages

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Answers Page 70 (a)

(b) BDC

(c)

(d)

(e) x=+

(f)

Page 84 It didn’t say anything. It just waved! Page 85 1. (a) Why are you always picking on me? (b) He wanted a hot rod. Page 86 1. (a) Fifty pairs of trousers. (b) He had bat breath.

(g) Page 71 Teacher check Page 72 Teacher check

Following directions

Page 88

Sa m

Pages 73–74

pl e

Page 87 1. (a) He wanted to be in high school. (b) In a top hat.

Page 75 1. Teacher check

Page 90

ew

2. A 5-pointed star

in g

Page 89

Page 76 You plug its nose with a clothes peg. Page 77 I dig you.

Vi

Page 78 She got the point.

Page 79 Ferdinand Magellan, Magellan Strait

Looking at pictures

Page 80 Teacher check

Page 91 1. (a) – (i) & (iv) (b) – (iv) & (v) (d) – (i) & (iv) (e) – (i) & (v)

Page 81 Teacher check Page 82 It’s not my fault.

(c) – (i) & (iii) (f) – (ii) & (iii)

Page 92 1. (a) 10 squares (b) 15 squares (c) 23 squares

Page 83 It had no-one to tock to. 116

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Answers Page 93 Teacher check Page 94 Teacher check Page 95 Teacher check

pl e

Page 96 Teacher check

Pages 98–99 1. (a) guitar (c) two (e) night (g) four (i) stars

(b) bunk beds (d) Elvis (f) cat (h) no (j) April

2. Teacher check

Sa m

Page 97 Teacher check

Pages 100–101 crayons, train, doll, stuffed animal, board game, drum, model aeroplane kit, bag of marbles, watercolour paints, toy car, football, draughts

Page 102 Teacher check Page 103 Teacher check Page 104 Teacher check

ew

Page 105 Teacher check

in g

Getting creative

Page 106 Teacher check

Vi

Page 107 Teacher check Page 108 Teacher check Page 109 Teacher check Page 110 Teacher check

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6396 Early Finishers Book C  
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