OzzieMaths Series - Year 1

Title: OzzieMaths Series Maths: Year 1

or eBo st r e p ok u S

ew i ev Pr

Teac he r

© 2017 Ready-Ed Publications Printed in Australia Author: Anita Green 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.

Copyright Notice

The purchasing educational institution and its staff have the right to make copies of the whole or part of this book, beyond their rights under the Australian Copyright Act 1968 (the Act), provided that: 1.

The number of copies does not exceed the number reasonably required by the educational institution to satisfy its teaching purposes;

2.

Copies are made only by reprographic means (photocopying), not by electronic/digital means, and not stored or transmitted;

3.

Copies are not sold or lent;

4.

Every copy made clearly shows the footnote, ‘Ready-Ed Publications’.

educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under Act. For details of the CAL licence for educational institutions contact: Copyright Agency Limited Level 19, 157 Liverpool Street Sydney NSW 2000 Telephone: (02) 9394 7600 Facsimile: (02) 9394 7601 E-mail: info@copyright.com.au

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

The Act allows a maximum of one chapter or 10% of the pages of this book, whichever is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that

. te

www.

Except as otherwise permitted by this blackline master licence or under the Act (for example, any fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher at the address below.

o c . che e r o r st super

ready e

d.net Published by: Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.net info@readyed.com.au

ISBN: 978 186 397 990 0 2

m . u

w ww

Any copying of this book by an educational institution or its staff outside of this blackline master licence may fall within the educational statutory licence under the Act.

Reproduction and Communication by others

Contents Teachers’ Notes Curriculum Links

4 5

6 7 8 9 10 11 12 13 14 15 16 17

Section 2: Fractions, Decimals And Money Money 1 Money 2 Features Of Coins Halving Shapes 1 Halving Shapes 2 Halving A Collection 1 Halving A Collection 2 Sharing Chocolate

20 21 22 23 24 25 26

Section 3: Patterns And Algebra What Comes Next?

Real Life Patterns Patterns On A Number Line 1 Patterns On A Number Line 2 Pattern Problems 1 Pattern Problems 2

30 31 32 33

or eBo st r e p ok u S

ew i ev Pr

Teac he r

Section 1: Number And Algebra House Patterns What’s The Pattern?

How Many Numbers?

Adding Strategies Subtraction Strategies AFL Footy Scores Shooting Hoops Game Scores Hidden Treasures Number Line Fun 1 Number Line Fun 2

Section 4: Shapes And Units Of Measurement 34 Comparing Lengths 1 35 Comparing Lengths 2 36 Comparing Capacity 37 Telling Time 1 38 Telling Time 2 39 Telling Time 3 40 Shape Picture 41 Sorting Shapes 42 Real Life Shapes 43 Lengths Of Time 44 Time Problems 45 Section 5: Location And Transformation Robot Walk 1 Robot Walk 2 Robot Walk 3 Read And Draw 1 Read And Draw 2 Amazing Paths Clockwise And Anitclockwise 1 Clockwise And Anticlockwise 2

46 47 48 49 50 51 52 53 54

Section 6: Chance And Data What’s The Chance?

That’s Impossible!

Survey 1 Survey 2 Pictographs 1 Pictographs 2 Pictographs 3

55 56 57 58 59 60 61 62

w ww

. te

m . u

© ReadyEdPubl i cat i ons 18 •f orr evi ew pur posesonl y• 19

o c . che 27 e r o r st s 28u r e p 29 Answers

63

3

Teachers’ Notes This book is part of a series containing a range of maths activities linked to the Australian Curriculum. Each activity is linked to a content description and elaboration.

Many of the questions and activities in the book are designed to be open-ended, however where appropriate, answers or suggested answers are provided. The idea of keeping the questions and activities open-ended is to focus on processes and strategies and allow for greater differentiation. The activities enable all students of different abilities to be working on the same problem at any one time, but allow students to tackle the problem at different levels.

or eBo st r e p ok u S

Teac he r

ew i ev Pr

To get the most out of these activities, reflection time needs to be incorporated into each lesson. This doesn’t need to be just at the end of the lesson but can be at various times throughout the lesson too. This gives the students time to share their strategies with the class and see how other students are solving the same problems. It’s important for students to see that they all might have the right answer but there are many ways to get to that answer. Offering students this time means they can learn from each other and provides assistance to those students who might be struggling by giving them a strategy to try.

w ww

m . u

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

The book is divided into six sections: Section 1: Number And Place Value Section 2: Fractions, Decimals And Money Section 3: Patterns And Algebra Section 4: Shapes And units and Measurement Section 5: Location And Transformation Section 6: Chance And Data

As teachers, the questions we ask can help the students delve deeper and think more critically about their learning. Try using some of these questions in your lessons: 1. Is there another way you could work that out?

2. Have you found every possible answer?

3. What would happen if … ?

4. Is there a pattern?

5. You and … have different answers… who is right?

6. You and … have the same answer but different working out. Share with each other what you did.

7. Can you prove it?

. te

o c . che e r o r st super

With the help of this book, you can ensure that you are covering each area of the curriculum and make maths fun and engaging for your students.

4

Curriculum Links

Number And Algebra

Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero (ACMNA012) • Elaboration: developing fluency with forwards and backwards counting in meaningful contexts such as circle games

Measure and compare the lengths and capacities of pairs of objects using uniform informal units (ACMMG019) • Elaboration: understanding that in order to compare objects, the unit of measurement must be the same size Tell time to the half-hour (ACMMG020) • Elaboration: reading time on analogue and digital clocks and observing the characteristics of halfhour times

or eBo st r e p ok u S

Count collections to 100 by partitioning numbers using place value (ACMNA014) • Elaboration: understanding partitioning of numbers and the importance of grouping in tens.

Understanding two-digit numbers as comprised of tens and ones/units Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015) • Elaboration: developing a range of mental strategies for addition and subtraction problems

Describe duration using months, weeks, days and hours (ACMMG021) • Elaboration: describing the duration of familiar situations such as ‘how long is it until we next come to school?’

ew i ev Pr

Teac he r

Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line (ACMNA013) • Elaboration: modelling numbers with a range of material and images • Elaboration: identifying numbers that are represented on a number line and placing numbers on a prepared number line

Shapes And Units of Measurement

Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features (ACMMG022) • Elaboration: focusing on geometric features and describing shapes and objects using everyday words such as ‘corners’, ‘edges’ and ‘faces’

Location And Transformation

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

w ww

Recognise, describe and order Australian coins according to their value (ACMNA017) • Elaboration: understanding that the value of Australian coins is not related to size; describing the features of coins that make it possible to identify them

. te

m . u

Fractions, Decimals and Money

Give and follow directions to familiar locations (ACMMG023) • Elaboration: understanding that people need to give and follow directions to and from a place, and that this involves turns, direction and distance • Elaboration: understanding the meaning and importance of words such as ‘clockwise’, ‘anticlockwise’, ‘forward’ and ‘under’ when giving and following directions

Chance And Data

o c . che e r o r st super Patterns and Algebra Recognise and describe one-half as one of two equal parts of a whole (ACMNA016) • Elaboration: splitting an object into two equal pieces and describing how the pieces are equal • Elaboration: sharing a collection of readily available materials into two equal portion

Investigate and describe number patterns formed by skip-counting and patterns with objects (ACMNA018) • Elaboration: using place-value patterns beyond the teens to generalise the number sequence and predict the next number; investigating patterns in the number system, such as the occurrence of a particular digit in the numbers to 100

Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’ (ACMSP024) • Elaboration: justifying that some events are certain or impossible Choose simple questions and gather responses and make simple inferences (ACMSP262) • Elaboration: determining which questions will gather appropriate responses for a simple investigation Represent data with objects and drawings where one object or drawing represents one data value.

Describe the displays (ACMSP263) • Elaboration: understanding one-to-one correspondence; describing displays by identifying categories with the greatest or least number of objects

5

or eBo st r e Section 1: ok p u S

Teac he r

ew i ev Pr

Number And Algebra

w ww

. te

6

m . u

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

o c . che e r o r st super

House Patterns The numbers on the houses in the five streets below make a pattern. Roll a dice to find one of the house numbers in Street 1, then create a pattern using this rolled number. Repeat this for each street. You should end up with 5 different patterns.

or eBo st r e p ok u S

Street 2

ew i ev Pr

Teac he r

Street 1

w ww

Street 4

. te

m . u

© ReadyEdPubl i cat i ons Street 3•f orr evi ew pur posesonl y•

o c . che e r o r st super

Street 5

Curriculum Link: Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero (ACMNA012) Elaboration: Developing fluency with forwards and backwards counting in meaningful contexts such as circle games

7

What’s The Pattern?

Complete all the patterns below and explain them.

1. 20 30 40 Explain the pattern:_ _________________________________________

or eBo st r e p 14 10 u 12 ok S

Teac he r

2. 8

3. 15

20 25

ew i ev Pr

Explain the pattern:_ _________________________________________

Explain the © pattern:_ Re_________________________________________ adyEdPubl i cat i ons

•f orr evi ew pur posesonl y•

w ww

4.

. te

m . u

Now create three patterns of your own.

Explain the pattern:_ _________________________________________

5.

o c . che e r o r st super

Explain the pattern:_ _________________________________________

6.

Explain the pattern:_ _________________________________________ 8

Curriculum Link: Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero (ACMNA012) Elaboration: Developing fluency with forwards and backwards counting in meaningful contexts such as circle games

How Many Numbers?

1.

Kai’s mum is trying to find all the number magnets to put back on the fridge. She is having a bit of trouble finding them all. The only numbers she can find are 6, 2 and 8.

8

e oocan you p How many different numbers k Su make using these three fridge magnets?

ew i ev Pr

Teac he r

6rstore 2B

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

. te 8

1 7

2

m . u

Pull three numbers out of a hat (or you could use playing cards or dice). Using your three digits, how many different numbers can you make?

w ww

2.

o c . che e r o r st super

3

Curriculum Link: Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line (ACMNA013) Elaboration: Modelling numbers with a range of material and images

9

Adding Strategies 1.

In class the children are given this problem:

5+7= or eBo st r e p ok u +S5 + 2 =

I notice that my friend writes in her book:

ew i ev Pr

Teac he r

5

Why does she write it like this? Will it get her the right answer? What strategy is she using?

______________________________________________

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

w ww

How could I use my friend’s strategy to solve these problems?

a. 9. +e 4= t

m . u

2.

o c . che e r o r st super

b. 3 + 8 = c. 7 + 6 = 10

Curriculum Link: Count collections to 100 by partitioning numbers using place value (ACMNA014) Elaboration: Understanding partitioning of numbers and the importance of grouping in tens. Understanding two-digit numbers as comprised of tens and ones/units Curriculum Link: Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015) Elaboration: Developing a range of mental strategies for addition and subtraction problems

Subtraction Strategies 1.

I am trying to find the answer to the following problem:

14 - 6 = ?

or eBo st r e p ok u S

My friend tries to help me. He does this:

Teac he r

10 – 2 =

ew i ev Pr

14 – 4 =

What is the answer? Will this way of working out always get him the right answer? What strategy is he using?

______________________________________________

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

w ww

How could I use my friend’s strategy to solve these problems?

a. 16.

-7= te

m . u

2.

o c . che e r o r st super

b. 12 - 5 =

c. 24 - 8 = Curriculum Link: Count collections to 100 by partitioning numbers using place value (ACMNA014) Elaboration: Understanding partitioning of numbers and the importance of grouping in tens. Understanding two-digit numbers as comprised of tens and ones/units Curriculum Link: Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015) Elaboration: Developing a range of mental strategies for addition and subtraction problems

11

AFL Footy Scores 1.

The game has only just started and my team are already up by one goal! What might the scoreboard look like?

2.

or eBo st r e p ok u S

ew i ev Pr

Teac he r

Scoreboard Team 1 Team 2

How much do you think my team will be winning by at half-time? What might this scoreboard look like?

Scoreboard © ReadyEdPubl i cat i ons Team 1 Team 2

w ww

3.

How much do you think my team will win by?

. te

m . u

•f orr evi ew pur posesonl y•

o c . che e r o r st super 4. What will the Scoreboard final scoreboard look like if you Team 1 Team 2 were correct in question 3?

12

Curriculum Link: Count collections to 100 by partitioning numbers using place value (ACMNA014) Elaboration: Understanding partitioning of numbers and the importance of grouping in tens. Understanding two-digit numbers as comprised of tens and ones/units Curriculum Link: Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015) Elaboration: Developing a range of mental strategies for addition and subtraction problems

Shooting Hoops Brad and Matt are shooting hoops in Matt’s backyard to see who can get the highest score in 5 minutes. After the first minute the scores are even. What might their scores be and what would the total be if they were added together? Complete the chart below with the possibilities.

Teac he r

ew i ev Pr

or e st Bo r e Total After p Score ok Total After Brad’s Score u Matt’s 1 Minute 2 Minutes S

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

Extra!

By the end of the second minute they have each doubled their score which means the scores are still even and the total had doubled! See if you can double the totals above.

Write the answers in red pencil.

Curriculum Link: Count collections to 100 by partitioning numbers using place value (ACMNA014) Elaboration: Understanding partitioning of numbers and the importance of grouping in tens. Understanding two-digit numbers as comprised of tens and ones/units Curriculum Link: Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015) Elaboration: Developing a range of mental strategies for addition and subtraction problems

13

Game Scores Julie and Dean are playing a card game and so far the difference between their two scores is 9 points.

What could their scores be? Complete the chart below with the possibilities.

e p Su

oo k

ew i ev Pr

Teac he r

Julie’s Score Dean’s or eB Score st r

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

Extra!

I later found out that it was Dean who was winning by 9 points. Julie’s score was less than 20 and Dean’s was more than 20. What do you think their actual scores are? _________________________________________________ 14

Curriculum Link: Count collections to 100 by partitioning numbers using place value (ACMNA014) Elaboration: Understanding partitioning of numbers and the importance of grouping in tens. Understanding two-digit numbers as comprised of tens and ones/units Curriculum Link: Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015) Elaboration: Developing a range of mental strategies for addition and subtraction problems

Hidden Treasures Lucy is digging through the long grass in the backyard looking for some of her lost toys. At one point she thinks she has found them all!

She brings them inside to clean.

or eBo st r e p ok u S

Study the image below. If Lucy has found 13 treasures in the backyard altogether, how many are still drying under the towel?

ew i ev Pr

Teac he r

1.

© Runder eadthe yE dPubl i cat i ons Toys still drying towel:

•f orr evi ew pur posesonl y•

w ww

How many toys found altogether?

.

9 te

15

How many toys we can see?

m . u

2. Complete the table below which shows different possibilities.

How many toys under the towel?

o 3 c . che e r o r st sup 5 er

11

7

16

9

19

10

Curriculum Link: Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015) Elaboration: Developing a range of mental strategies for addition and subtraction problems

15

Number Line Fun 1 What number goes in each box on the number line?

1.

0

11

2.

3.

26

37

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• 16 27

m . u

4.

19

ew i ev Pr

Teac he r

8

or eBo st r e p ok u S

5.

6.

16

w ww

Create two of your own and give them to a friend to try and solve.

. te

o c . che e r o r st super

Curriculum Link: Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line (ACMNA013) Elaboration: Identifying numbers that are represented on a number line and placing numbers on a prepared number line

Number Line Fun 2 What number goes in each box on the number line?

1.

13

3

2.

3.

33

23

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• 19 8

m . u

4.

17

ew i ev Pr

Teac he r

27

or eBo st r e p ok u S

5.

6.

w ww

Create two of your own and give them to a friend to try and solve.

. te

o c . che e r o r st super

Curriculum Link: Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line (ACMNA013) Elaboration: Identifying numbers that are represented on a number line and placing numbers on a prepared number line

17

Teac he r

ew i ev Pr

or eBo st r e p ok u SSection 2:

Fractions, Decimals ©And ReadyE dPubl i cat i ons Money w ww

. te

18

m . u

•f orr evi ew pur posesonl y•

o c . che e r o r st super

Money 1 1.

How many different Australian coins are there?

Teac he r

ew i ev Pr

or eBo st r e coins you know in order of size from p 2. Draw the Australian o u k smallest toS largest.

w ww

3.

m . u

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

Now put them in order of value from most to least.

. te

o c . che e r o r st super

Curriculum Link: Recognise, describe and order Australian coins according to their value (ACMNA017) Elaboration: Understanding that the value of Australian coins is not related to size; describing the features of coins that make it possible to identify them

19

Money 2

1.

Which is our largest sized coin?

Teac he r coin?

3.

ew i ev Pr

or eBo st r e p ok u S Which is the smallest sized 2.

Which coin do you think Re ad yEdPubl i cat i ons would © weigh the most?

Which coin is worth the most (in value)?

w ww

4.

. te

m . u

•f orr evi ew pur posesonl y•

o c . worth the 5. Which coin is c e h r e o r least (in value)? st super Extra!

Play a game with a friend! Have your friend close his/her eyes. Give your friend a coin. Can he/she work out which coin it is just by feeling it? Now you have a turn. How did you go?

20

Curriculum Link: Recognise, describe and order Australian coins according to their value (ACMNA017) Elaboration: Understanding that the value of Australian coins is not related to size; describing the features of coins that make it possible to identify them

Features Of Coins Each Australian coin has features that help us to recognise what coin it is. Can you describe some of the features of each Australian coin? Complete the table with your thoughts.

Features

or eBo st r e p ok u S

ew i ev Pr

Teac he r

Coin

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

Extra!

Can you find another way to make $1? __________________________________________________ Curriculum Link: Recognise, describe and order Australian coins according to their value (ACMNA017) Elaboration: Understanding that the value of Australian coins is not related to size; describing the features of coins that make it possible to identify them

21

Halving Shapes 1 1.

Can you use a ruler and a pencil to draw a line through each shape below so it is cut perfectly in half?

c.

or eBo st r e p ok u S d.

b.

2.

e.

f.

ew i ev Pr

Teac he r

a.

How do the shapes have been cut ©you Rknow eadthat yE dabove Pub l i cat i ons into halves?

•f orr evi ew pur posesonl y•

______________________________________________

22

. te

m . u

3.

w ww

______________________________________________

o c . che e r o r st super

Draw two shapes of your own, then show different ways that you can cut each one in half.

Curriculum Link: Recognise and describe one-half as one of two equal parts of a whole (ACMNA016) Elaboration: Splitting an object into two equal pieces and describing how the pieces are equal

Halving Shapes 2 Some shapes can only be cut in half one way. Others have two or more ways that they can be cut in half. Sort these numbered shapes under the correct headings.

1

3

4

or eBo st r e p ok u 9 S 11

5

6

7

8

10

ew i ev Pr

Teac he r

2

12

w ww

. te

m . u

©R ea dy Ein dP ubl i c at i o ns Shapes that can be cut Shapes that can be cut in •f o rr evi ew pur potwo ses nl y• half one way. half oro more ways.

o c . che e r o r st super

Curriculum Link: Recognise and describe one-half as one of two equal parts of a whole (ACMNA016) Elaboration: Splitting an object into two equal pieces and describing how the pieces are equal

23

Halving A Collection 1 Can you split these groups of objects in half?

1.

Teac he r

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

4.

w ww

      

5.

What does half mean?

. te

m . u

3.

ew i ev Pr

2.

or eBo st r e p ok u S

o c . che e r o r st super

______________________________________________ ______________________________________________ 24

Curriculum Link: Recognise and describe one-half as one of two equal parts of a whole (ACMNA016) Elaboration: Sharing a collection of readily available materials into two equal portion

Halving A Collection 2 Kellie is sorting through her bead collection and picking some out for her next project and putting them in a pile. Half of the beads in the pile are pink and the other half are purple. What might the pile look like? Draw three possibilities below.

1.

Teac he r

ew i ev Pr

2.

or eBo st r e p ok u S How many pink?

How many beads in the pile?

How many purple?

© ReadyEdPu bl i c at i o ns How many beads ino the pile?

•f orr evi ew pur p se sonl y•

w ww

. te

3.

m . u

How many pink?

How many purple?

o c . che e r o many beads r st supeHow r in the pile?

How many pink?

How many purple?

Curriculum Link: Recognise and describe one-half as one of two equal parts of a whole (ACMNA016) Elaboration: Sharing a collection of readily available materials into two equal portion

25

Sharing Chocolate

2.

olate c o h C

olate c o h C

olate Choc

olate c o h C

olate Choc

olate c o h C

or eBo st r e p ok u S

ew i ev Pr

Teac he r

olate Choc

Look at the bar of chocolate that I have below to share with my friend. Can you show how much we will each get? olate c o h C

1.

Look at the bar of chocolate that I have below to share with my friend. Can you show how much we will each get? late

late

late

late

o Choc

o Choc

o Choc

o Choc

C

C

C

C

late

o Choc

© ReadyEdPubl i cat i ons e wp e o • rr ev u se s l y •late teo te te n atp laf lai lr lao hoco hoco hoco hoco hoco

Cherie has a bar of chocolate and she really wants to share half of it with her best friend. What might the chocolate bar look like? How much will Cherie and her best friend get each? Show your working out and answer below.

. te

o c . che e r o r st super

Answer:

26

m . u

w ww

3.

C

Curriculum Link: Recognise and describe one-half as one of two equal parts of a whole (ACMNA016) Elaboration: Sharing a collection of readily available materials into two equal portion

or eBo st r e Section 3: p ok u S

Teac he r

ew i ev Pr

Patterns And Algebra

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

27

What Comes Next?

Complete the following shape patterns.

1.

,

or eBo st r e p o,k u S

3.

4.

,

,

ew i ev Pr

Teac he r

2.

,

,

© ReadyEdPubl i cat i ons , nl , •f orr evi ew pur poseso y•

6.

7.

w ww

5.

. ,te , ,

m . u

Create your own shape patterns below.

, , , , o c . che e r o r st super , , , , ,

,

,

,

Can you colour the shapes you have created to make coloured patterns?

28

Curriculum Link: Investigate and describe number patterns formed by skip-counting and patterns with objects (ACMNA018) Elaboration: Using place-value patterns beyond the teens to generalise the number sequence and predict the next number; investigating patterns in the number system, such as the occurrence of a particular digit in the numbers to 100

Real Life Patterns Dad is in the kitchen drying the dishes. As he is drying the cups he places them in a line on the bench. I notice that the cups make a pattern. What might this look like?

Draw it below.

or eBo st r e p ok u S

ew i ev Pr

Teac he r

1.

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

Can you think of a pattern you have seen in real life? Can you draw it?

w ww

. te

m . u

2.

o c . che e r o r st super

Curriculum Link: Investigate and describe number patterns formed by skip-counting and patterns with objects (ACMNA018)

29

Patterns On A Number Line 1 What are the missing numbers on these number lines?

1.

10

30

35

0

or eBo st r e p ok u S 10 20 40 50

60

Teac he r

2.

15

25

ew i ev Pr

5

3.

8

10 12 16 18 20 © ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

w ww

4.

. te

5.

m . u

Create three of your own for a friend to work out.

o c . che e r o r st super

6.

30

Curriculum Link: Investigate and describe number patterns formed by skip-counting and patterns with objects (ACMNA018) Elaboration: Using place-value patterns beyond the teens to generalise the number sequence and predict the next number; investigating patterns in the number system, such as the occurrence of a particular digit in the numbers to 100

Patterns On A Number Line 2 What are the missing numbers on these number lines?

1.

1

3

2.

Teac he r

9

11

or eBo st r e p ok u S 14 12 10 8

13

4

ew i ev Pr

16

5

3.

90

80 70 50 40 30 © ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

w ww

4.

. te

5.

m . u

Create three of your own for a friend to work out.

o c . che e r o r st super

6.

Curriculum Link: Investigate and describe number patterns formed by skip-counting and patterns with objects (ACMNA018) Elaboration: Using place-value patterns beyond the teens to generalise the number sequence and predict the next number; investigating patterns in the number system, such as the occurrence of a particular digit in the numbers to 100

31

Pattern Problems 1 How many two-digit numbers can you find that contain a 6? Write the possibilities below.

or eBo st r e p ok u S

ew i ev Pr

Teac he r

1.

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

. te

32

m . u

w ww

The number 33 is a two-digit number. If you add the digits in this number together you get six. How many two-digit numbers can you find like this that add to a total of 6?

o c . che e r o r st super

How many … ?

Curriculum Link: Investigate and describe number patterns formed by skip-counting and patterns with objects (ACMNA018) Elaboration: Using place-value patterns beyond the teens to generalise the number sequence and predict the next number; investigating patterns in the number system, such as the occurrence of a particular digit in the numbers to 100

Pattern Problems 2 How many two-digit numbers can you find that have the same digits in the tens and the ones columns (e.g. 22, 77)?

2.

or eBo st r e p ok u S

ew i ev Pr

Teac he r

1.

How many two-digit numbers can you make where the digit in the tens place is one more than the digit in the Š ReadyEdPubl i cat i ons ones place?

w ww

. te

Extra!

m . u

•f orr evi ew pur posesonl y•

o c . che e r o r st super

How many two-digit numbers can you make where the digit in the tens place is two more than the digit in the ones place (e.g. 42, 86)?

Curriculum Link: Investigate and describe number patterns formed by skip-counting and patterns with objects (ACMNA018) Elaboration: Using place-value patterns beyond the teens to generalise the number sequence and predict the next number; investigating patterns in the number system, such as the occurrence of a particular digit in the numbers to 100

33

Teac he r

ew i ev Pr

Section 4: r o e t s B r e oo p u k S Shapes And Units Of Measurement

w ww

. te

34

m . u

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

o c . che e r o r st super

Comparing Lengths 1 Number the arrows from 1 to 5. Number 1 being the arrow you think is the longest, 5 being the arrow you think is the shortest.

or eBo st r e p ok u S

ew i ev Pr

Teac he r

1.

Cut out the arrows and stick them in order from longest to shortest. © ReadyEdPubl i cat i ons

2.

•f orr evi ew pur posesonl y•

Estimate which squiggly line you think is longer.

w ww

a.

b.

. te

m . u

Please tick qa OR qb. length of a

o c . che e r o r st super length of b

Now work out the actual length of both lines.

How did you do this? ________________________________________________ Curriculum Link: Measure and compare the lengths and capacities of pairs of objects using uniform informal units (ACMMG019) Elaboration: Understanding that in order to compare objects, the unit of measurement must be the same size

35

Comparing Lengths 2 Mum Ella Mike Shane Dad Meet the Charter family! There is Mum, Dad, Ella, Mike and Shane. They are all different heights. Can you draw what they might look like based on the information below?

Teac he r

• Mike is the shortest.

ew i ev Pr

or eBo st r e p ok u • Dad is the tallest.

• Ella is taller than Mike.

S

• Shane is taller than Ella.

• Shane is shorter than Mum.

w ww

. te

36

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: Measure and compare the lengths and capacities of pairs of objects using uniform informal units (ACMMG019) Elaboration: Understanding that in order to compare objects, the unit of measurement must be the same size

Comparing Capacity Containers 1

or eBo b. c. st r e p ok u Scontainer above you think holds the most 1. Circle which water.

ew i ev Pr

Teac he r

a.

2. How did you decide which one holds more?

________________________________________________ 3. How could you find out if you are right?

Containers 2

m . u

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

w ww

1. Colour red the container that you think would hold the most liquid.

2. Colour blue the container that you think would hold the least liquid.

3. Cut out the pictures below and paste them in order from which would hold the most to which would hold the least amount of liquid.

. te

o c . che e r o r st super

Curriculum Link: Measure and compare the lengths and capacities of pairs of objects using uniform informal units (ACMMG019) Elaboration: Understanding that in order to compare objects, the unit of measurement must be the same size

37

Telling Time 1 1.

What time is it on these clocks?

b.

2.

c.

or eBo st r e p ok u S

Draw these times on the clocks below.

a. half past 8

b.

12:30

c.

ew i ev Pr

Teac he r

a.

six thirty

38

w ww

3.

. te

Draw a ‘half past’ time on the clock below.

4.

m . u

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

Draw or write what you would be doing at this time of the day.

o c . che e r o r st super

Curriculum Link: Tell time to the half-hour (ACMMG020) Elaboration: Reading time on analogue and digital clocks and observing the characteristics of half-hour times

Telling Time 2 1.

What time is it on these clocks?

a.

b.

c.

Teac he r

2.

a.

Draw these times on the clocks below. noon

b. eleven thirty

ew i ev Pr

or eBo st r e p ok u 7:00 S

c. half past 5

w ww

3.

. te

Write a ‘quarter past’ time on the mobile below.

4.

m . u

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

Draw or write what you would be doing at this time of the day.

o c . che e r o r st super

Curriculum Link: Tell time to the half-hour (ACMMG020) Elaboration: Reading time on analogue and digital clocks and observing the characteristics of half-hour times

39

Telling Time 3 1.

Match the clocks.

b.

or eBo st r e p ok u S

10:30

2.

c.

7:30

ew i ev Pr

Teac he r

a.

1:30

Make the time eleven thirty on both the analogue and the digital clock. © ReadyEdPubl i cat i ons

w ww

. te

3.

m . u

•f orr evi ew pur posesonl y•

o c . che e r o r st super

What can you tell me about the digital and analogue clocks when the time is showing a ‘half past’ time? ______________________________________________ ______________________________________________

40

Curriculum Link: Tell time to the half-hour (ACMMG020) Elaboration: Reading time on analogue and digital clocks and observing the characteristics of half-hour times

Shape Picture

or eBo st r e p ok u S

ew i ev Pr

Teac he r

1. Draw a picture in the box below using as many different shapes as you can. Look at the examples to help you.

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

. te

m . u

w ww

2. Colour and label all the shapes you have used so the separate shapes stand out.

3. Show your picture to a friend and see if he/she can count how many different shapes there are. How many did he/ she find?

o c . che e r o r st super

4. What shapes did you not use in your picture?

Curriculum Link: Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features (ACMMG022) Elaboration: Focusing on geometric features and describing shapes and objects using everyday words such as ‘corners’, ‘edges’ and ‘faces’

41

Sorting Shapes

or eBo st r e p ok u S

2D Shapes

ew i ev Pr

Teac he r

Sort these shapes by pasting them under the 2D and 3D columns.

3D Shapes

w ww

. te

42

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: Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features (ACMMG022) Elaboration: Focusing on geometric features and describing shapes and objects using everyday words such as ‘corners’, ‘edges’ and ‘faces’

Real Life Shapes

Can you think of real life objects that are the shapes below? Write in the spaces provided.

Real Life Object

or eBo st r e p ok u S

ew i ev Pr

Teac he r

Shape

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: Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features (ACMMG022) Elaboration: Focusing on geometric features and describing shapes and objects using everyday words such as ‘corners’, ‘edges’ and ‘faces’

43

Lengths Of Time To measure the amount of time until something is going to happen we can use: hours

days

weeks

months

years

1. Which of the above measurements of time (in bold) would you use to describe how long until the following:

Teac he r

b. Your birthday? c. You are in Year 3?

ew i ev Pr

or eBo st r e p ok u S a. Christmas?

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

w ww

a. about one month?

. te

m . u

2. Can you name something that will happen in:

o c . che b. about one week? e r o r st super c. about one day? d. about one hour?

44

Curriculum Link: Describe duration using months, weeks, days and hours (ACMMG021) Elaboration: Describing the duration of familiar situations such as ‘how long is it until we next come to school?’

Time Problems 1.

My brother has Callum’s birthday party to go to on the weekend. My brother just told me that Callum’s actual birthday was a week ago. When might his birthday and party be?

or eBo st r e p ok u S _______________________________________________

2.

ew i ev Pr

Teac he r

_______________________________________________

We normally go to the library at school on Mondays but my teacher said we are going to the library later in the ©week.

ReaWhat dyEdmight Pub l i c t i ons week this day we bea going the this •tof o rlibrary r evi e wweek? pur posesonl y•

w ww

m . u

_______________________________________________ _______________________________________________

. te o 3. Dad said we are going camping again in . c a few months.c Can work out when hee heyou r o r st s r up said this and when we will bee going?

_______________________________________________ How did you work this out? _______________________________________________ Curriculum Link: Describe duration using months, weeks, days and hours (ACMMG021) Elaboration: Describing the duration of familiar situations such as ‘how long is it until we next come to school?’

45

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

46

m . u

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

o c . che e r o r st super

Robot Walk 1

or eBo st r e p ok u S

ew i ev Pr

Teac he r

Reba the robot has made his way through the grid. Can you describe the path he has taken?

w ww

Start

m . u

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

Finish

. te o c _____________________________________________________ . che e r o t r s s r u e p _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ Curriculum Link: Give and follow directions to familiar locations (ACMMG023) Elaboration: Understanding that people need to give and follow directions to and from a place, and that this involves turns, direction and distance; understanding the meaning and importance of words such as ‘clockwise’, ‘anticlockwise’, ‘forward’ and ‘under’ when giving and following directions

47

Robot Walk 2 Can you draw this path that Reba takes. You need to work out where Reba starts.

1. forward 5 spaces 7. down 3 spaces 2. left 3 spaces

8. right 4 spaces

3. up 4 spaces

9. down 3 spaces

r eBo 10. leftt 3o spaces s r e p11. down 1 space ok 5. down 2 spaces u S 6. left 2 spaces

ew i ev Pr

Teac he r

4. right 7 spaces

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: Give and follow directions to familiar locations (ACMMG023) Elaboration: Understanding that people need to give and follow directions to and from a place, and that this involves turns, direction and distance; understanding the meaning and importance of words such as ‘clockwise’, ‘anticlockwise’, ‘forward’ and ‘under’ when giving and following directions

Robot Walk 3 Write a set of directions for Reba, then see if a friend can follow your directions by drawing the path that Reba takes. Your friend must decide where the start line is. _____________________________________________________

or eBo st r e p ok u S _____________________________________________________

ew i ev Pr

Teac he r

_____________________________________________________

_____________________________________________________

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: Give and follow directions to familiar locations (ACMMG023) Elaboration: Understanding that people need to give and follow directions to and from a place, and that this involves turns, direction and distance; understanding the meaning and importance of words such as ‘clockwise’, ‘anticlockwise’, ‘forward’ and ‘under’ when giving and following directions

49

Read And Draw 1 Follow the instructions to draw a picture. Read all of the instructions first so you can gauge space and proportion.

1. Draw a large cloud in the top left hand corner.

2. Draw a person in the centre of the page.

3. Draw a box next to the person.

or eBo st r e ptop of the box. ok 5. Draw a red ball on u S 6. Draw a bunch of four flowers under the person.

ew i ev Pr

Teac he r

4. Draw a tree to the far right of the person.

7. Draw a small yellow triangle to the left of the flowers.

8. Draw a blue bird in the far right hand corner of the page.

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: Give and follow directions to familiar locations (ACMMG023) Elaboration: Understanding that people need to give and follow directions to and from a place, and that this involves turns, direction and distance; understanding the meaning and importance of words such as ‘clockwise’, ‘anticlockwise’, ‘forward’ and ‘under’ when giving and following directions; interpreting and following directions around familiar locations

Read And Draw 2 Write a set of instructions for a friend to follow to create a picture. _____________________________________________________ _____________________________________________________

or eBo st r e p ok u S _____________________________________________________

ew i ev Pr

Teac he r

_____________________________________________________

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: Give and follow directions to familiar locations (ACMMG023) Elaboration: Understanding that people need to give and follow directions to and from a place, and that this involves turns, direction and distance; understanding the meaning and importance of words such as ‘clockwise’, ‘anticlockwise’, ‘forward’ and ‘under’ when giving and following directions

51

Amazing Paths

or eBo st r e p ok u S

ew i ev Pr

Teac he r

1. Create a tricky maze and see if a friend can find his/her way out! Time your friend and record the time.

w ww

. te

m . u

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

o c . che e r o tthrough the maze? r s s 2. Was your friend able to find his/her way up er How quickly?

__________________________________________________ 3. Is there more than one way to get through your maze? __________________________________________________ 52

Curriculum Link: Give and follow directions to familiar locations (ACMMG023) Elaboration: understanding that people need to give and follow directions to and from a place, and that this involves turns, direction and distance; understanding the meaning and importance of words such as ‘clockwise’, ‘anticlockwise’, ‘forward’ and ‘under’ when giving and following directions

Clockwise And Anticlockwise 1 1. Have the original shapes below been turned clockwise or anticlockwise? Write an A for anticlockwise or a C for clockwise.

b.

or eBo st r e p ok u S

original

© ReadyEdPubl i cat i ons d.

•f orr evi ew pur posesonl y•

w ww

. te original

m . u

c.

original

ew i ev Pr

Teac he r

a.

o c . che e r o r st super original

2. What does clockwise and anticlockwise mean? What is the difference between the two? ________________________________________________ ________________________________________________ Curriculum Link: Give and follow directions to familiar locations (ACMMG023) Elaboration: Understanding the meaning and importance of words such as ‘clockwise’, ‘anticlockwise’, ‘forward’ and ‘under’ when giving and following directions

53

Clockwise And Anticlockwise 2 1. Draw a shape or object below, then show the shape after it has been turned clockwise.

Turned clockwise

or eBo st r e p ok u S

ew i ev Pr

Teac he r

Original

2. Draw a shape or object below, then show the shape after it has been turned anti-clockwise.

w ww

. te

m . u

Turned anti-clockwise © ReadyEdPub l i cat i ons •f orr evi ew pur posesonl y•

Original

o c . che e r o 3. Write a clockwise/anticlockwise question t or make an r s s r u e p activity for your teacher to complete. You can mark it when your teacher gives it back! ________________________________________________ ________________________________________________

54

Curriculum Link: Give and follow directions to familiar locations (ACMMG023) Elaboration: Understanding the meaning and importance of words such as ‘clockwise’, ‘anticlockwise’, ‘forward’ and ‘under’ when giving and following directions

or eBo st r e p ok Section 6: u S

Teac he r

ew i ev Pr

Chance And Data

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

55

What’s The Chance?

1. Read the events below. Decide whether they will happen, won’t happen or might happen. Write your judgements in the table below.

Event

Chance

or eBo st r e School will be p ok u cancelled S tomorrow.

You will eat lunch today.

You will make a new friend at lunch-time.

ew i ev Pr

Teac he r

It will rain today.

You wille learn something ©R ady EdPubl i cat i ons new today.

•f orr evi ew pur posesonl y•

w ww

You will be allowed to eat lollies for dinner.

. te

m . u

You will have homework to do tonight.

2. What is something you think will happen today (not listed above)?

o c . c e her r __________________________________________________ o st super

3. What is something you think won’t happen today (not listed above)?

__________________________________________________ 4. What is something you think might happen today (not listed above)? __________________________________________________ 56

Curriculum Link: Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’ (ACMSP024) Elaboration: Justifying that some events are certain or impossible

That’s Impossible!

1. Sometimes when we talk about the chance of an event happening we use the words certain and impossible. Think of events that are certain to happen today and some that could not possibly happen (are impossible). Write your ideas in the table below.

Impossible

or eBo st r e p ok u S

ew i ev Pr

Teac he r

Certain

w ww

. te

m . u

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

o c .

2. I asked my friend if he thought it was certain or ch e r o would r impossible that oure favourite football team st sup er win on the weekend and he said it wasn’t certain or impossible. What does he mean?

_______________________________________ _______________________________________ _______________________________________ Curriculum Link: Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’ (ACMSP024) Elaboration: Justifying that some events are certain or impossible

57

Survey 1 1. Sarah wants to survey her class about pets. Which question do you think she should ask and why?

Do you have a pet?

or eBo st r e p ok u What pets Sdo you own?

ew i ev Pr

Teac he r

What is your favourite pet?

________________________________________________ ________________________________________________ ________________________________________________

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

. te

58

m . u

w ww

2. Ask the students in your class the question you thought was the best and record the collected data in a form of your choice below.

o c . che e r o r st super

Curriculum Link: Choose simple questions and gather responses and make simple inferences (ACMSP262) Elaboration: Determining which questions will gather appropriate responses for a simple investigation

Survey 2 Survey your class on a topic of your choice to gather some information.

Brainstorm some possible survey questions.

Teac he r

1.

Choose the best survey question from your brainstorm and write it down.

ew i ev Pr

2.

or eBo st r e p ok u S

_______________________________________________

w ww

. te

4.

m . u

© ReadyEdPubl i cat i ons 3. Survey the class and record the collected data in a form of f orbelow. r evi ew pur posesonl y• your• choice

o c . che e r o r st super

What do you know from looking at the data you have collected? Write down two facts.

Fact 1

Fact 2

Curriculum Link: Choose simple questions and gather responses and make simple inferences (ACMSP262) Elaboration: Determining which questions will gather appropriate responses for a simple investigation

59

Pictographs 1

or eBo st r e p ok u S

ew i ev Pr

Teac he r

Below is a pictograph made by a Year 1 student after surveying the class.

w ww

m . u

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

1. What question do you think the student asked the class?

. t e o __________________________________________________ c . che e r o r st __________________________________________________ super

2. What do you think the title of the graph should be? __________________________________________________ 3. What labels do you think should be written horizontally and vertically on the graph? Write these on the graph.

60

Curriculum Link: Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays (ACMSP263) Elaboration: Understanding one-to-one correspondence; describing displays by identifying categories with the greatest or least number of objects

Pictographs 2 Study the pictograph, then answer the questions below.

Jan

1.

or eBo st r e p ok u S

Feb Mar Apr May Jun

Jul

Aug Sep

ew i ev Pr

Teac he r

3B’s Birthday Pictograph

Oct Nov Dec

© ReadyEdPubl i cat i ons In which month are the most birthdays? _________________ •f orr e vi ew pu r pose sonl y•

m . u

2. In which months are the least birthdays?_ _______________

w ww

__________________________________________________

. te o c __________________________________________________ . che e r o r st su r peJune 4. How many more birthdays does have than December?

3. In which months are the same amount of birthdays?

__________________________________________________

Extra!

Write two questions about the graph for a friend to answer on the back of this sheet.

Curriculum Link: Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays (ACMSP263) Elaboration: Understanding one-to-one correspondence; describing displays by identifying categories with the greatest or least number of objects

61

Pictographs 3 Create a pictograph using the following data. Remember to give your graph a title. vanilla

chocolate strawberry

4

7

4

mint

banana

other

2

3

5

Teac he r

ew i ev Pr

or eBo st r e p o u k Title:_________________________________ S

w ww

. te

62

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: Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays (ACMSP263) Elaboration: Understanding one-to-one correspondence; describing displays by identifying categories with the greatest or least number of objects

Answers Page 7 – House Patterns E.g. If students roll a 5, the pattern might be: 1, 3, 5, 7, 9, 11 or 5, 10, 15, 20, 25, 30 Page 8 – What’s The Pattern?

1. 20, 30, 40, 50, 60, 70, 80, 90, 100 (increases by 10s) 2. 8, 10, 12, 14, 16, 18, 20, 22, 24 (increases by 2s) 3. 15, 20, 25, 30, 35, 40, 45, 50, 55 (increases by 5s)

Page 14 – Game Scores E.g.

Julie’s Score

Dean’s Score

1

10

5

14

17

8

9

0

10

19

Julie’s Score

Dean’s Score

18

27

12

21

16

25

Extra

Teac he r

Page 9 – How Many Numbers?

2, 6, 8, 26, 28, 62, 68, 82, 86, 268, 286, 862, 826, 628, 682

Page 10 – Adding Strategies 1. 5 + 7 = 12 5 + 5 = 10 + 2 = 12 She is using the building to ten strategy by splitting one of the numbers.

2. 9 + 4 - 9 + 1 = 10 + 3 = 13 3 + 8 - 8 + 2 = 10 + 1 = 11 7 + 6 - 7 + 3 = 10 + 3 = 13

ew i ev Pr

or eBo st r e p ok u S

Page 15 – Hidden Treasures 1. 8 still drying How many toys found altogether?

How many toys we can see?

How many toys under the towel?

9

3

6

10

9

15 © ReadyEdPubl i cat i o5ns 10 4 11 7 Page 11– Subtraction Strategies •f orr evi ew pur pos eson l y• 7 16 9 1. 14 – 6 = 8 14 – 4 = 10 – 2 = 8

. te

Page 12 – Footy Scores 1. E.g. 3 to 9, 10 to 16, 15 to 21 2. E.g. ( 10 point margin) 13 to 23, 26 to 36, 7 to 17 (12 point margin) 2 to 14, 11 to 23, 27 to 39

2 4 5 8

2 4 5 8

19

Page 16 – Number Line Fun 1 1. 8 2. 11 3. 31 4. 24

o c . che e r o r st super

Page 13 – Shooting Hoops (example) Brad’s score Matt’s score

2.

m . u

w ww

He is splitting one of the numbers to help him to get to ten first.

2. a. 16 – 7 - 16 – 6 = 10 – 1 = 9 b. 12 – 5 - 12 – 2 = 10 – 3 = 7 c. 24 – 8 - 24 – 4 = 20 – 4 = 16

Total after Total after 1 minute 2 minutes

4 8 10 16

Page 17 – Number Line Fun 2 1. 9 2. 19 3. 26 4. 11

8 16 20 32

63

Answers Page 19 – Money 1 1. 6 2. 50c, 20c, $1, 10c, $2, 5c

Page 23 – Halving Shapes 2

Shapes that can be cut in Shapes that can be cut in half one way. half two or more ways.

1

3. $2, $1, 50c, 20c, 10c, 5c

Teac he r

or eBo st r e p ok u S

7

12

Page 21 – Features Of coins E.g.

Coin Features $2

small, gold, male Aboriginal elder

$1

gold, kangaroos

20c

10

11

Page 24 – Halving A Collection 1 1. 5 stars 2. 4 circles 3. 9 faces 4. No. Thirteen objects can’t be split evenly.

5. There are two equal groups. Same amount in each.

© ReadyEdP ubl i cat i ons Page 25 – Halving A Collection 2 E.g. 6 beads – 3 pink and 3 purple • f o r r e v i e w p u r os sand on l y• 10p beads –e 5 pink 5 purple large, round, silver, platypus

not rounded, silver, kangaroo and emu

16 beads - 8 pink and 8 purple

round, silver, lyrebird

5c

small, round, silver, echidna

w ww

10c

Extra E.g. 50c+ 50c 20c + 20c + 20c + 20c + 20c 50c + 20c + 20c + 10c 50c, 20c, 10c, 5c, 5c, 5c, 5c

. te

Page 26 – Sharing Chocolate 1. 4 pieces each 2. 5 pieces each 3. E.g. olate

olate

m . u

50c

9

8

ew i ev Pr

Page 20 – Money 2 1. 50c 2. 5c 3. $2 4. $2 5. 5c

5

4

6

3

2

olate

olate

o c . che e r o r st super

Page 22 – Halving Shapes 1

Choc

late

o Choc

olate

Choc

Choc

Choc

Choc

olate

olate

late

o Choc

Choc

Choc

olate

olate

olate

Choc

Choc

Choc

6 pieces each olate

Choc

1.

2. Two parts. Both sides are equal.

3. Teacher to check.

olate

Choc

olate

Choc

olate

Choc

olate

Choc

olate

Choc

olate

Choc

olate

Choc

10 pieces each 64

olate

Choc

olate

Choc

olate

Choc

olate

Choc

olate

Choc

olate

Choc

olate

Choc

olate

Choc

olate

Choc

olate

Choc

olate

Choc

olate

Choc

Answers Page 28 – What Comes Next?

1.

2.

3.

4.

,

,

,

,

,

,

,

,

ew i ev Pr

Teac he r

Page 37 – Comparing Capacity Containers 1 1. B 2. It’s taller and fuller.

3. Find similar sized containers and test it.

Containers 2 1. bucket 2. spoon 3. bucket, jug, bottle, mug, cup, spoon

or eBo st r e p ok u S

Page 29 – Real Life Patterns

Page 38 – Telling Time 1 1. a. 2.30 b. 9.30 c. 5.30

2.

3. Teacher to check.

© ReadyEdP ubl i cat i ons Page 39 – Telling Time 2 1. p a.o 7 o’clock b.nine thirty •f orr evi ew pur ses on l yc.five •thirty

Page 30 – Patterns On A Number Line 1 1. 20 2. 30 3. 14

w ww

Page 31 – Patterns On A Number Line 2 1. 7 2. 6 3. 60

. te

2.

3. 5.15

m . u

1.

Page 36 – Comparing Lengths 2 In order of tallest to shortest: Dad, Mum, Shane, Ella, Mike

Page 40 – Telling Time 3 1. a.7.30 b.1.30 c.10.30

o c . che e r o r st 11:30 super

Page 32 – Patterns Problems 1 1. 16, 26, 36, 46, 56, 60, 61, 62, 63, 64, 65, 66, 67, 68, 69, 76, 86, 96 Extra 42, 51, 15, 24, 60 Page 33 – Patterns Problems 2 1. 11, 22, 33, 44, 55, 66, 77, 88, 99 2. 10, 21, 32, 43, 54, 65, 76, 87, 98 Extra 20, 31, 42, 53, 64, 75, 86, 97

2.

3. Analogue – minute hand (big hand) on the 6 Digital – show the hour first and then :30, e.g. 2:30

Page 35 – Comparing Lengths 1 1. 1, 2, 5, 4, 3 Students might use a piece of string, then measure the string with a ruler.

65

Answers Page 48 – Robot Walk 2

Page 42 – Sorting Shapes 2D Shapes

3D Shapes

or eBo st r e p ok u S

Teac he r

ew i ev Pr

Page 43 – Real Life Shapes E.g. square window cone ice cream cone cube dice rectangle poster cylinder can of drink triangle coat hanger sphere ball

Page 53 – Clockwise And Anticlockwise 1 1. a. C b. A c. A d. C 2. Clockwise: it is turning right (same way as the hand goes around the clock) Anticlockwise: it is turning left (opposite way to the way the hand goes around the clock) Page 57 – That’s Impossible!

1. E.g.

Certain I will eat lunch

Impossible It will rain cats and dogs I will double in height I will see a pig fly

© ReadyEdPubl i cat i ons E.g. party birthday rr evi ew pur os es oan l yof• f 5o Aug 12 Aug• 2. p Both teams have chance winning. It I will go to the toilet

Page 45 – Time Problems

The sun will set

27th Feb 2nd Dec

th

20th Feb 25th Nov

w ww

1.

2. Wednesday, Thursday or Friday When said When going June Sept Jan April Feb 3. Nov

. te

might be more of an even chance. You can’t say they will definitely win, nor that they will definitely lose.

m . u

th

Page 58 – Survey 1 1. What is your favourite pet? (more openended)

o c . che e r o r st super

Page 47 – Robot Walk 1 From the start square: move forward 3 spaces; right 2; forward 3; left 1; forward 2; right 6; down 3; left 3; down 2; right 2; down 3; right 2

Page 60 – Survey 2 1. E.g. What is your favourite fruit? What fruit do you have in your lunch box today?

2. Grade 1s Favourite Fruit or What Fruit Grade 1s Bring For Lunch 3. Vertically: Number of Fruit or Number of People Horizontally: Names of the fruit Page 61 – Pictograph 2 1. June 2. April, September and November 3. Feb/July, Jan/Oct, Mar/May/Aug 4. 2

66

Teac he r

ew i ev Pr

or eBo st r e p ok u S

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

67

Teac he r

ew i ev Pr

or eBo st r e p ok u S

w ww

. te

68

m . u

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

o c . che e r o r st super