OzzieMaths Series - Foundation

Title: OzzieMaths Series Maths: Foundation

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© 2017 Ready-Ed Publications Printed in Australia Author: Yolanda Cool Illustrator: Alison Mutton

Acknowledgements i. Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission.

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Reproduction and Communication by others

Contents Teachers’ Notes Curriculum Links

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Section 1: Number and Place Value Can you count?

8 Do some counting 9 Match it up 10 Colour it in 11 Colourful numbers 12 Can you find?

13 How many?

14 Count and graph 15 Numbers 16 Subitise 17 Ordering 18 More ordering 19 Comparing 20 Less, more, the same 21 First, second, third 22 Practical addition 23 Sharing 24 Can you add?

25 At my party 26

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Section 3: Using Units of Measurement Weight 35 Lightest to heaviest 36 Size 37 What holds more?

38 Shorter or longer?

39 Compare and order 40 Days of the week 41 Days 42 My week 43 Days of the week 44 Times of the day 45 Section 4: Shape Matching Shape names Sort, cut and paste Shapes are everywhere!

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Section 5: Location and Transformation Position 52 What is the frog doing?

53 Below, above 54 Positioning 55 Directions 56

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Section 2: Patterns and Algebra Basic shapes Create a shape Shapes hunt What comes next?

My pattern Spot the pattern

47 48 49 50

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Section 6: Statistics and Probability Timeline 58 Data 59 Survey 60 Inference 61

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Teachers’ Notes By the end of the Foundation year, students need to be able to: • Make connections between number names, numerals and quantities up to 10.

• Compare objects using mass, length and capacity.

• Connect events and the days of the week.

• Explain the order and duration of events.

• Use appropriate language to describe location.

• Count to and from 20 and order small collections.

• Group objects based on common characteristics and sort shapes and objects.

• Answer simple questions to collect information and make simple inferences.

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Teaching Maths is about providing students with: 1. Key skills needed to solve Maths problems in the real world.

2. The chance to explore ways to find an answer and explain how it works.

3. Opportunities to problem solve.

4. The chance to use and apply their skills.

5. Real life opportunities.

A strong Maths program teaches: • Number Sense and Operations – develops arithmetic and place value.

• Geometry and Spatial Sense - builds on knowledge of basic shapes, increases ability to reason spatially, visualise objects in space, read maps and eventually use geometry to solve problems.

• Data Analysis and Probability - uses charts, tables, and graphs to assist learning to organize information about the world around them.

• Algebra - learning to recognize patterns and sets (“pick the small pencil”) creates the groundwork for working with unknowns and algebraic variables.

• Measurement - learning how to measure and compare is an important life skill.

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o c . che e r o t principles: r Learning to count involves learning the following important s s r u e p • The number name list is used in a fixed order every time a group of objects are Remember that students can recite the number sequence (i.e. say one, two, three, etc.), but we cannot assume that they can count small sets of objects. With your class, make every day activities and events a counting exercise.

• • • •

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counted (i.e. you have to say one, two, three, four in the same order each time).

The last number name used gives the number of objects in the set.

The arrangement of the objects to be counted does not affect how many there are.

Each object to be counted must be given one and only one number name.

The order in which the objects are counted doesn’t matter. The child can start with any block and count them.

When teaching shapes you could introduce the topic: • By reading a story.

• Then hold up individual shapes and discuss each shape.

• Get students to find things in the room that are shapes.

• Do the same for other shapes.

• Discuss how shapes can make up pictures- circles for a head, oval for a body, triangles for legs, rectangles for legs and smaller circles for eyes

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Ten Little Caterpillars by Bill Martin Jr. The Very Hungry Caterpillar by Eric Carle Ten Black Dots by Donald Crews One Duck Stuck: A Mucky Ducky Counting Book by Phyllis Root Counting Colours: Seek and Find by Roger Priddy 1,2,3 to the Zoo by Eric Carle Circles by Rose Griffith Shapes by Henry Pluckrose Triangles and Pyramids by Sally Morgan Squares and Cubes by Sally Morgan Circles and Spheres by Sally Morgan Take Off With Shapes by Sally Hewitt Inch by Inch by Leo Lionni One, Two, Three by Tom Slaughter Doggies by Sandra Boynton One, Two, Three by Sandra Boynton How Do Dinosaurs Count To Ten? by Jane Yolen and Mark Teague Zin! Zin! Zin! A Violin by Lloyd Moss How Many Bugs In A Box? By David A Carter Anno’s Counting Book by Mitsumasa Anno The Water Hole by Graeme Base One To Ten Pop-Up Surprises by Chuck Murphy 10 Minutes To Bedtime by Peggy Rathmann

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Here are some suggested books, which you can use and develop activities around:

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Curriculum Links NUMBER AND ALGEBRA Number And Place Value

Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point (ACMNA001)

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Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond (ACMNA002) Subitise small collections of objects (ACMNA003)

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Compare, order and make correspondences between collections, initially to 20, and explain reasoning (ACMNA289) Patterns And Algebra

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Represent practical situations to model addition and sharing (ACMNA004)

Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings (ACMNA005)

© ReadyEdPubl i cat i ons Using Units Of Measurement •f orr evi ew pur posesonl y• Use direct and indirect comparisons to decide which is longer, heavier or holds more, MEASUREMENT AND GEOMETRY

and explain reasoning in everyday language (ACMMG006)

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Connect days of the week to familiar events and actions (ACMMG008) Shape

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Compare and order duration of events using everyday language of time (ACMMG007)

Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the environment (ACMMG009)

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Location And Transformation

Describe position and movement (ACMMG010)

STATISTICS AND PROBABILITY Data Representation And Interpretation

Answer yes/no questions to collect information and make simple inferences (ACMSP011)

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Section 1: r o e t s B r e oo p u k S Number and Place Value

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Can you count?

1. Count up to twenty. Write the numbers in the squares.

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2. Can you fill in the missing numbers?

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3. Can you count backwards?

a. 14 13 12 __ __ 9 __ __ __ b. 20 __ __ __ __ 15 __ __ __ 11 8

Curriculum Link: Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point (ACMNA001)

Do some counting 1. Draw lollies in the jars to match the numbers.

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2. Draw marbles in the jars to match the numbers.

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Curriculum Link: Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond (ACMNA002)

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Match it up Draw lines to match the numbers with the words.

one

2

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two

four

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Curriculum Link: Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond (ACMNA002)

Colour it in Number

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Colour in the circles to match the numbers.

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10 Curriculum Link: Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond (ACMNA002)

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Colourful numbers Colour in 7 fingers.

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Colour in 9 boxes.

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Colour in 6 fingers.

Colour in 8 boxes.

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Curriculum Link: Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond (ACMNA002)

Can you find?

Find objects from your environment to match the numbers.

Glue them on the page.

What you have found

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Number

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Curriculum Link: Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond (ACMNA002)

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How many?

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1. Look at the picture of the classroom. Colour in similar objects in the same colour.

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2. Draw lines to complete the sentences.

There are eight

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There are ten

chairs.

There are six

glue sticks.

There is one

pencils.

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Curriculum Link: Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond (ACMNA002)

Count and graph

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Colour the squares to show how many there are of each item in the picture. You will make a bar graph!

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9 8 7 6 5 4 3 2 1

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How many of each?

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party food Curriculum Link: Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond (ACMNA002)

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Numbers Cut out, mix up and put in order.

2

3

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one

5

6

five

7

8

seven

two

six

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eight

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eleven

16

twelve

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thirteen

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fourteen o c . che e r o t r s s r u e p 16 fifteen sixteen

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seventeen

eighteen

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20

nineteen

twenty

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Curriculum Link: Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond (ACMNA002)

Subitise Guess how many vegetables are in each box without counting.

Then count how many.

B

C

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Count: ______

Count: ______

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Count: ______

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Guess: ______

Guess: ______

Count: ______

Count: ______

Curriculum Link: Subitise small collections of objects (ACMNA003)

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Ordering Sort the numbers from biggest to smallest.

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9

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b.

10

Sort the numbers from smallest to biggest.

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d. 4 17 8 14 1

20

10

10

5

Curriculum Link: Compare, order and make correspondences between collections, initially to 20, and explain reasoning (ACMNA289)

More ordering You need a dice.

1. Roll the dice and record the numbers.

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2. Order the numbers above from smallest to biggest.

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3. Roll the dice and record the numbers.

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5. Roll the dice and record the numbers.

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6. Can you create a pattern with the numbers that you have rolled?

Explain your pattern to a friend.

Curriculum Link: Compare, order and make correspondences between collections, initially to 20, and explain reasoning (ACMNA289)

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Comparing Your name: _________________ When were you born?

Add the numbers of your birthday together.

r o e st r year Bo e p ok u S My working out: Answer: month

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date

© ReadyEdPubl i cat i ons Your friend’s name: •f orr e vi ew_______________ pur posesonl y• When was your friend born? month

year

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date

Add the numbers of your friend’s birthday together.

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Tick. Who has the largest number? q me q my friend 20

Curriculum Link: Compare, order and make correspondences between collections, initially to 20, and explain reasoning (ACMNA289)

Less, more, the same Complete the table to show less, more and the same.

more

the same

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less

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Curriculum Link: Compare, order and make correspondences between collections, initially to 20, and explain reasoning (ACMNA289)

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First, second, third Cut out the pictures at the bottom of the page and glue them in order of first, second, third.

second

third

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first

Draw your own example here.

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Curriculum Link: Compare, order and make correspondences between collections, initially to 20, and explain reasoning (ACMNA289)

Practical addition Count how many people in the class have the following:

blue eyes

green eyes

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blond hair

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brown eyes

brown hair

straight hair

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Use your answers above to count how many people in the class have:

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Can you show the above numbers as tallies? ( ) Curriculum Link: Represent practical situations to model addition and sharing (ACMNA004)

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Sharing

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How many lollies altogether?

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How many lollies each? Share them out equally.

How many each?

Ben

Britney

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How many lollies altogether?

How many each?

Ben

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Curriculum Link: Represent practical situations to model addition and sharing (ACMNA004)

Britney

Can you add?

Complete the number sentences with pictures and words.

a. equals ____

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and

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equals ____

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+ 2 =

equals ____

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Curriculum Link: Represent practical situations to model addition and sharing (ACMNA004)

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At my party

b.

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How many cupcakes will you get each?

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You have 1 pizza and three friends at your party. So there are four of you altogether. a. How many pieces of pizza will you get each?

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. te olollies to c Do you have c enough candy floss, balloons. and e he r share equally with your friends?

YES / NO o r st super How many more do you need?

I need

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Curriculum Link: Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point (ACMNA001)

more of each.

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Patterns and Algebra

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Basic shapes Draw lines or use colours to match the words with the shapes.

circle square

rectangle

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triangle

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oval

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Publ i cat i ons Colour the shapes ina the picture

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•f orr evi ew pur posesonl y•

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circles = yellow

hearts = blue

triangles = green

rectangles = red

ovals = orange

Curriculum Link: Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings (ACMNA005)

Create a shape Trace over and colour the shapes below.

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orange octagon

blue triangle

red rectangle

green pentagon

purple hexagon

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yellow square

Create one of the shapes above with pop sticks or something similar.

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Glue your shape inside the box.

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Curriculum Link: Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings (ACMNA005)

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Shapes hunt Find an oval in the picture. Colour it blue.

Find a circle in the picture. Colour it yellow.

Find a triangle in the picture. Colour it red.

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Find a rectangle in the picture. Colour it green.

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Curriculum Link: Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings (ACMNA005)

What comes next?

Draw the missing shapes to complete the patterns.

b.

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a.

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c.

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Curriculum Link: Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings (ACMNA005)

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My pattern Cut out the shapes at the bottom of the page and create your own patterns.

1.

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2.

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Curriculum Link: Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings (ACMNA005)

Spot the pattern 1.

Write the next two numbers in the pattern

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5

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7

4

5

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3.

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Draw to© complete the pattern.

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4.

Draw the last two shapes in the pattern.

5.

Write the last two letters in the pattern.

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B

C

D

B

C

Curriculum Link: Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings (ACMNA005)

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Section 3: r o e t s B r e oo p u k S Using Units of Measurement

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Weight Circle the object that you think would be the heaviest.

2.

3.

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Circle the object that you think would be the lightest.

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Curriculum Link: Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language (ACMMG006)

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Lightest to heaviest Can you create your own lightest to heaviest table? Find three objects on your desk. Draw them here.

heavier

heaviest

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lightest

Cut out the pictures at the bottom of the page and place them in order from least to most heavy.

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Curriculum Link: Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language (ACMMG006)

Size Number the circles in order from the smallest to largest.

Use 1 for the smallest and 3 for the largest.

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1.

2. Colour the largest rectangle green.

Colour the second largest rectangle blue.

Colour the smallest rectangle red.

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3. Colour the ttriangle that is equal in size to the e

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black triangle.

Curriculum Link: Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language (ACMMG006)

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What holds more?

Order the items by writing the words: least, more, most.

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Curriculum Link: Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language (ACMMG006)

Shorter or longer?

Write shorter or longer to compare the objects.

Is the pencil shorter or longer than the eraser?

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2. Is the paperclip shorter or longer than the pencil?

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3. Is the eraser shorter or longer than the chocolate bar?

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4. Is the glass shorter or longer than the bottle?

Curriculum Link: Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language (ACMMG006)

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Compare and order Find the objects below. Line them up on your desk. Tick to show if the objects are shorter or longer than your hand.

Is your eraser longer than your hand?

2. Is your pencil sharpener longer than your hand?

or eBo st r e p ok u S

ew i ev Pr

Teac he r

1.

qyes qno

qyes qno

3. Is your glue stick longer

4. Is your pencil case longer

than your hand?

than your hand?

w ww

. te

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o Number the objects on r your desk from longest to shortest. st su r pe qyes qno

40

qyes qno

Curriculum Link: Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language (ACMMG006)

Days of the week Create a days of the week flip book. Write and draw something you usually do on each day of the week. Cut out, staple and flip.

Monday

Teac he r

Wednesday

ew i ev Pr

or eBo st r e p ok u Tuesday S

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

w ww

Friday . te

m . u

Thursday

o c . che e r o r st super Saturday Sunday Curriculum Link: Compare and order duration of events using everyday language of time (ACMMG007)

41

Days Complete the sentences with days of the week.

1. Yesterday was_ ___________________________________

or eBo st r e p ok u 3. Tomorrow is_ _____________________________________ S

ew i ev Pr

Teac he r

2. Today is__________________________________________

got out of read a had went to eadyE dPubl i cat i ons bed © Rbook breakfast played school

•f orr evi ew pur posesonl y•

. te

had a bath

played sport

had dinner

m . u

w ww

had lunch

got dressed

o c . che e r o In the morning I … Inr the afternoon Is …tIn the evening I … su per

Copy the words above and place them in the table to show what you did yesterday. Add your own words.

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Curriculum Links: Compare and order duration of events using everyday language of time (ACMMG007) Connect days of the week to familiar events and actions (ACMMG008)

My week Complete the calendar to show your week using words and/or pictures.

On Monday

On T__________

On W__________

I go to …

I go to …

I go to …

ew i ev Pr

Teac he r

or eBo st r e pOn F__________ On ok On Th__________ S___________ u S I go to …

I go to …

I go to …

On

Su___________

© ReadyEdPubl i cat i ons I go to …

•f orr evi ew pur posesonl y•

w ww

. te

Tuesday

Wednesday

Thursday

Friday

Saturday

m . u

Monday

Sunday

Create a Train: Cut out the days of the week below. Glue and place them in the correct order on a separate piece of paper.

Wednesday

o c . che e r o r st super Sunday

Monday

Friday

Thursday

Saturday

Tuesday

Curriculum Link: Compare and order duration of events using everyday language of time (ACMMG007)

43

Days of the week Look at the pictures of the children. Complete the sentences.

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

Thursday

Tuesday

Friday

ew i ev Pr

Teac he r

Monday

Saturday

© ReadyEdPubl i cat i ons Sunday •f orr evi ew pur posesonl y•

2. On 3. On 4. On

. te

Jane plays netball.

m . u

w ww

1. On

John does his homework.

o c . the movies. che Emily went tor e o r st super Michael swims.

5. On

Edward visits his grandmother.

6. On

Amy lost her tooth.

7. On

Jade rides her bike.

44

Curriculum Links: Compare and order duration of events using everyday language of time (ACMMG007) Connect days of the week to familiar events and actions (ACMMG008)

Times of the day Copy the times correctly onto the place mat.

7am

10am

12am

2pm

5pm

p u S

ok

ew i ev Pr

Teac he r

or e st Bo snack breakfaster morning

dinner

w ww

. te

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . lunch afternoon snack che e r o t r s s r u e p Copy the names of the foods correctly onto the place mat.

fruit

biscuit

pasta and peas

sandwich

Curriculum Links: Compare and order duration of events using everyday language of time (ACMMG007) Connect days of the week to familiar events and actions (ACMMG008)

cereal 45

Teac he r

Shape

ew i ev Pr

or eBo st r e p ok Section 4: u S

w ww

. te

46

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o r st super

Matching Draw lines to match the shapes with their names.

or eBo st r e p ok u S rectangle

ew i ev Pr

Teac he r

circle

w ww

m . u

square © ReadyEdPubl i cat i o ns •f orr evi ew pur posesonl y• cube

. te

o c . che e r o r st sphere super

triangle Curriculum Link: Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the environment (ACMMG009)

47

Shape names Some shapes that you might have heard of are: a square, a circle, a triangle, a rectangle, a sphere and a cube.

or eBo st r e p ok u S

ew i ev Pr

Teac he r

Write the names of the shapes.

w ww

. te

48

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o r st super

Curriculum Link: Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the environment (ACMMG009)

Sort, cut and paste Cut out the pictures and paste them in the correct spots.

circle

rectangle

or eBo st r e p ok u S

ew i ev Pr

Teac he r

triangle

w ww

. te

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o r st super

Curriculum Link: Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the environment (ACMMG009)

49

Shapes are everywhere!

Colour in the shapes in the picture, with the colours listed.

yellow or

green e t s Bo r e p ok u S

red

ew i ev Pr

Teac he r

purple

blue

w ww

. te

50

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o r st super

Curriculum Link: Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the environment (ACMMG009)

Teac he r

ew i ev Pr

Section 5: r o e t s B r e oo p u k S Location and Transformation

w ww

. te

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o r st super

51

Position Read and draw.

1. Draw a shell in front of the towel.

2. Draw a bucket behind the towel.

3. Draw a bird near the boy on the surf board.

or eBo t s r e 5. Draw a dog between the two girls. p ok u 6. Draw a book S on top of the towel.

ew i ev Pr

Teac he r

4. Draw a crab in the rock pool.

w ww

. te

52

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o r st super

Curriculum Link: Describe position and movement (ACMMG010)

What is the frog doing?

or eBo st r e p ok u S

on

off

in front

ew i ev Pr

Teac he r

Circle the words that tell us about the frog.

behind

w ww in

. te

near

out

above

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

below

o c . che e r o r st super

far

beside beneath Curriculum Link: Describe position and movement (ACMMG010)

53

Below, above

or eBo st r e p ok u S

ew i ev Pr

Teac he r

Look at the picture.

w ww

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

. te

o c . cheare above the boat? e r 1. How many birds o r st super 2. How many fish are below the boat?

3. How many oars are above the water?

4. How many starfish are below the fish?

54

Curriculum Link: Describe position and movement (ACMMG010)

Positioning Use some of the bolded words to complete the sentences so that they match the picture. beside in front of

near on top of

below inside

or eBo st r e p ok u S

ew i ev Pr

Teac he r

in next to

w ww

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

. teis .................... the paddock.

1. The horse o

c . che e r 2. The hay stack is .................... the o r st sheep. super

3. The chicken is .................... the water tank.

4. The sheep are .................... house.

5. The frog is .................... the pond.

6. The tree is .................... the horse.

Curriculum Link: Describe position and movement (ACMMG010)

55

Directions Find a partner. Take turns giving each other directions to and from places on the map.

You might use these words: left round

right bend

turn follow

towards

or eBo st r e p ok u S

Riverton

ew i ev Pr

Teac he r

past straight

w ww

. te

56

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o r st super

Curriculum Link: Describe position and movement (ACMMG010)

Teac he r

ew i ev Pr

Section 6: r o e t s B r e oo p u k S Statistics and Probability

w ww

. te

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o r st super

57

Timeline

Paste photographs of yourself at different ages on the timeline.

Use words to describe the photographs.

or eBo st r e p ok u S 1

ew i ev Pr

Teac he r

0

When I was 0_ ___________ _______________________

2

© ReadyEdPubl i cat i ons When I was 1_____________ •f orr evi ew pur posesonl y•

w ww

When I was 2_ ___________

. te

3

o c . che e r o r st super

_______________________

4

m . u

_______________________

When I was 3_ ___________ _______________________ When I was 4_ ___________ _______________________ 58

Curriculum Link: Answer yes/no questions to collect information and make simple inferences (ACMSP011)

Data Ask members in the class if they like learning about: fish

No

r o eBo st r No Yes e p ok u S Yes

space

places

dinosaurs

© Read yEdNo Publ i ca t i onsNo No Yes Yes

•f orr evi ew pur posesonl y• animals

w ww Yes

No

. te No

sport

computers

m . u

Yes

birds

ew i ev Pr

Teac he r

Yes

people

o No c . che e r o r st super Yes

No

Yes

What is the least popular topic?____________________________ What is the most popular topic?_ __________________________ Are there any two topics that are equally popular?_ ___________ Curriculum Link: Answer yes/no questions to collect information and make simple inferences (ACMSP011)

59

Survey Find out how many in your class: Question

Number

have a pet.

or eBo st r e p ok u S

write with their right hand.

play a sport.

have a brother or sister.

ew i ev Pr

Teac he r

like to swim.

have travelled on a bus.

w ww

. te

like the colour orange. like to draw.

o c . che e r o r st super

like puzzles. like to go on holidays. like to eat spaghetti.

60

m . u

© ReadyEdPubl i cat i ons have been plane.

•on f oar r evi ew pur posesonl y•

Curriculum Link: Answer yes/no questions to collect information and make simple inferences (ACMSP011)

Inference Guess! Answer the questions without measuring.

Is your shoe longer than your foot?

2. Is your pencil sharpener longer than your foot?

or eBo st r e p ok u S

ew i ev Pr

Teac he r

1.

qYes qNo

qYes qNo

3. Is your pencil longer than

4. Is your pencil case longer

your foot?

than your foot?

w ww

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

qyes qno

qyes qno

5. Is your friend’s . foot

6. Is your hand longer than

qyes qno

qyes qno

te

o c . che e r o r st super

longer than your foot?

your foot?

Now measure the objects and your foot to see if you were correct.

Curriculum Link: Answer yes/no questions to collect information and make simple inferences (ACMSP011)

61