Primary Mathematics - Back to Basics: Book B - Ages 6-7

RIC-6057 4.3/174

Primary mathematics: Back to basics (Book B) Published by R.I.C. Publications® 2008 Copyright© Jenni Harrold 2008 ISBN 978-1-74126-692-4 RIC– 6057

Copyright Notice

Additional titles available in this series:

Primary mathematics: Back to basics (Book A) Primary mathematics: Back to basics (Book C) Primary mathematics: Back to basics (Book D) Primary mathematics: Back to basics (Book E) Primary mathematics: Back to basics (Book F) Primary mathematics: Back to basics (Book G)

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This master may only be reproduced by the original purchaser for use with their class(es). The publisher prohibits the loaning or onselling of this master for the purposes of reproduction.

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It is strongly recommended that the class teacher checks all URLs before allowing students to access them.

View all pages online PO Box 332 Greenwood Western Australia 6924

Website: www.ricpublications.com.au Email: mail@ricgroup.com.au

FOREWORD Primary mathematics: Back to basics is a series of books with a back-to-basics approach designed to support and reinforce the foundations of the maths curriculum. It is a clear and comprehensive resource that covers number, measurement, space and chance & data concepts for each year level. This series is ideal for: • • • • •

teaching a new concept consolidation homework assessment revision.

Titles in the series are:

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Primary mathematics: Back to basics – Book B Primary mathematics: Back to basics – Book D Primary mathematics: Back to basics – Book F

Contents

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Primary mathematics: Back to basics – Book A Primary mathematics: Back to basics – Book C Primary mathematics: Back to basics – Book E Primary mathematics: Back to basics – Book G

Teachers notes ........................................................................................................................................................................................ iv Curriculum links ........................................................................................................................................................................................ v

Number

Space

Counting numbers.............................................................. 2–3 Ordering numbers.............................................................. 4–5 Ordinals............................................................................... 6–7 Place value......................................................................... 8–9 Rounding......................................................................... 10–11 Addition........................................................................... 12–13 Addition problems.......................................................... 14–15 Subtraction..................................................................... 16–17 Subtraction problems.................................................... 18–19 Multiplication.................................................................. 20–21 Multiplication problems................................................ 22–23 Division............................................................................ 24–25 Mixed problems............................................................. 26–27 Fractions.......................................................................... 28–29 Money – coins................................................................ 30–31 Money – notes................................................................ 32–33 Odd and even numbers................................................. 34–35 Number patterns............................................................ 36–37 Number sentences........................................................ 38–39

Identifying 2-D shapes.................................................. 40–41 Identifying 3-D shapes.................................................. 42–43 Shape patterns............................................................... 44–45 Symmetry........................................................................ 46–47 Position............................................................................ 48–49 Directions........................................................................ 50–51 Paths and grids ............................................................. 52–53

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Size ................................................................................. 54–55 Length.............................................................................. 56–57 Area.................................................................................. 58–59 Capacity........................................................................... 60–61 Mass................................................................................ 62–63 Days of the week........................................................... 64–65 Months of the year........................................................ 66–67 Calendars........................................................................ 68–69 Time.................................................................................. 70–71

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Chance and data Possibilities..................................................................... 72–73 Categories....................................................................... 74–75 Tables............................................................................... 76–77 Pictographs..................................................................... 78–79 Block graphs................................................................... 80–81

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Primary mathematics: Back to basics

TEACHERS NOTES The format of the book Each book contains teachers notes and curriculum links. Four sections are included in each book: • Number

• Space

• Measurement

• Chance and data.

Each section covers a variety of concepts. The number of concepts covered varies from section to section.

Each student page in the book provides teachers with activities that relate solely to one mathematical concept. The student pages are graded, with activities that show a progressive degree of difficulty. In this way, teachers can use the page to introduce a new concept and then reinforce knowledge and skills.

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The student pages are supported by a corresponding teachers page.

Teachers notes page

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The name of the concept is given.

Indicators show the specific desired outcomes when completing the worksheet.

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

The name of the related strand is given.

Materials needed

Answers are given for all questions on the student page.

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The name of the concept is given.

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

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Student page

The name of the related strand is given.

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

Since this series of books follows a set format, teachers may find it useful to use a preceding title to review a corresponding concept before new skills are introduced. Students who need extra assistance may also find this a helpful way to revise material previously taught.

Primary mathematics: Back to basics

iv

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CURRICULUM LINKS Western Australia Working mathematically

WM 3.2, WM 4.2,WM 5.2

Number

N 6a.2, N 6b.2, N 7.2, N 8.2

Measurement

M 9a.2, M 9b.2, M 11.2

Chance and data

C&D 12.2, C&D 13a.2, C&D 13b.2, C&D 14.2

Space

S 15a.2, S 15b.2, S 15c.2, S 16.2

Algebra

PA 18.2, PA 19.2

New South Wales

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Working mathematically

WMS1.1, WMS1.2, WMS1.4

Number

NS1.1, NS1.2, NS1.3, NS1.4

Measurement Chance and data Space

Algebra

NS1.5, DS1.1

SGS1.1, SGS1.2, SG1.3 PAS1.1

Victoria

Working mathematically

MARSS201, MARSS202

Number

MANUN201, MANU202, MANUM202, MANUC201, MANUC202

Measurement

MAMDM201, MAMDM202, MAMDM203

Chance and data

MAMDC201, MAMDC202

Space

MASPS203, MASPS204, MASPS206

Algebra

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MS1.1, MS1.2, MS1.3, MS1.4, MS1.5

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Working mathematically

—

Number

1.6, 1.7, 1.8

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Measurement

1.4, 1.5

Chance and data

1.1, 1.2, 1.3

Space

Algebra

Queensland

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1.12, 1.13, 1.14

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1.10

Working mathematically

—

Number

N 2.1, N 2.2

Measurement

M 2.1, M 2.2

Chance and data

CD 2.1, CD 2.2

Space

S 2.1

Algebra

PA 2.2, PA 2.2

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South Australia

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Primary mathematics: Back to basics

COUNTING NUMBERS NUMBER

TEACHER INFORMATION Indicator Identifies, reads and writes whole numbers to three digits.

Concepts required

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1.

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

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Knowledge of numbers to three digits Counting by 1s, 2s, 5s, 10s, 100s Before/After Recognising numbers as words

Answers 2, 4, 5, 6, 7, 9, 10 2, 6, 8, 12, 14, 18, 20 15, 20, 25, 35, 40, 45, 50 20, 40, 50, 60, 80, 90, 100 100, 400, 500, 600, 800, 900 (b) (e)

9, 11 43, 45

(c) (f)

20, 22 78, 80

3. (a) 11 (d) 34

(b) (e)

23 81

(c) (f)

19 200

4. (a) 10 5. (a) 10

(b) (b)

19 25

(c) (c)

53 40

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Primary mathematics: Back to basics

(d) 94 (d) 100

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Counting numbers NUMBER

1. Fill in the missing numbers.

(a) 1,

(b)

(c) 5 ,10 ,

(d) 10,

,

,4,

,

,

,

,10 ,

,

,8, ,

,

,16,

,

, 30 ,

(b)

10

(c)

(e)

44

(f)

,

,

,

,

2.

, , , 70, , , r o e t s B r e oo (e) , 200 , 300 , , , , 700 , , p u k S Write the number that comes before and after the amount

(a)

6

(d)

30

, 30 ,

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written.

21 79

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C.Publ i cat i ons •f orr evi ew p ur posesonl y• (a) eleven

(b) twenty-three

(c) nineteen

3. Write the number for each word.

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(e) eighty-one

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(d) thirty-four

(f)

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STUDENT NAME

,3,

two hundred

(a) 8

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(a) 5

(b) 17

(b) 20

(c) 51

(c) 35

(d) 92

(d) 95

4. Write the number that is two more than each amount.

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5. Write the number that is five more than each amount.

3

Primary mathematics: Back to basics

ORDERING NUMBERS NUMBER

TEACHER INFORMATION Indicator Orders whole numbers.

r o e t s Bo r e p ok u S Concepts required

Answers

1. (a) 2 2. (a) 12

(b) (b)

9 33

3.

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

2, 3, 6, 7, 10 2, 12, 20, 21, 22 24, 32, 54, 65, 72 100, 200, 500, 600, 900

4.

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

9, 6, 4, 2, 1 33, 30, 23, 13, 3 100, 99, 62, 35, 7 500, 400, 50, 40, 14

(c) (c)

40 76

(d) (d)

75 89

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Identifying smallest and largest numbers Ordering numbers from smallest to largest and largest to smallest Reading numbers written as words

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Primary mathematics: Back to basics

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5. thirteen, seventeen, thirty-two, fifty-six, ninety-four.

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Ordering numbers NUMBER

1. With each group, write the smallest number.

(a)

5, 2, 4

(b)

29, 19, 9

(c)

(d)

100, 75, 95

41, 42, 40

r o e t s Bo r e p ok u 11, 4, 12 (b)

33, 13, 3 S

2. With each group, write the largest number.

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(a) (c)

56, 76, 66

(d)

3. Order the numbers from smallest to largest.

(a) 3, 7, 10, 2, 6

(b) 21, 12, 22, 2, 20

© R. I .

C.Publ i cat i ons (c) 54, 32, 65, 24, 72 •f orr evi ew pur posesonl y• (d) 200, 600, 100, 900, 500

4. Order the numbers from largest to smallest.

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89, 19, 58

(a) 6, 9,1, 4, 2

. t62, 7, 100, 35 o 99,e c . c e he r 400, 40, 500, 14, 50 o t r s super

(b) 30, 33,13, 3,23 (c)

(d)

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STUDENT NAME

5. Order the numbers from smallest 1 to largest 5 .

seventeen

fifty-six

thirty-two

ninety-four

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5

thirteen

Primary mathematics: Back to basics

ORDINALS NUMBER

TEACHER INFORMATION Indicator Identifies ordinal numbers.

r o e t s Bo r e p ok u S Concepts required

Answers

1. 1st, 2nd, 3rd, 4th, 5th 2. (a) 10th (d) 3rd

(b) 6th (e) 12th

(c) (f)

1st 20th

3. (a) second (d) seventh

(b) ninth (e) fifth

(c) (f)

fourth twenty first

4.

(a) (c) (e) (g) (i)

(b) (d) (f) (h) (j)

5.

March – 3rd October – 10th February – 2nd September – 9th

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Reading and writing ordinal numbers in numerals and words Correct order of the months of the year Alphabet recognition Counting to 26

B Y F 26th 21st

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Primary mathematics: Back to basics

H N 1st 3rd 13th

January – 1st April – 4th July – 7th May – 5th

June – 6th December – 12th November – 11th August – 8th

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ORDINALS NUMBER

1. Write the numbers in order.

3rd, 1st, 5th, 2nd, 4th

2. Write the correct number for each word.

(a) tenth

(d) third

(c) first

(e) twelfth (f) twentieth r o e t s B r e o p ok Write the correct word for each ordinal number. u S (a) 2 (b) 9

(c) 4th

(d) 7th

(e) 5th

(f) 21st

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3.

nd

th

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4. Write the ordinal positions of the letters of the alphabet.

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

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C.Publ i cat i ons (a) The 2 letter is (b) The 8 letter is •f orr evi ew p. ur p osesonl y•

nd

(c) The 25th letter is

.

(d)

The 14th letter is

(e) The 6th letter is

.

(f)

A is the

letter.

letter.

(h)

C is the

letter.

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th

(g) Z is the

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(b) sixth

.

letter. (j) M is the . tto 12 to show the order of the months.o Write 1 e c . che e r o st su March r January

June per

October

April

December

February

July

November

September

May

August

5.

(i) U is the st

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letter.

th

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Primary mathematics: Back to basics

PLACE VALUE NUMBER

TEACHER INFORMATION Indicator Identifies and represents numbers using place value.

r o e t s Bo r e p ok u S Concepts required

Answers

1. (a) 1 ten and 2 ones = 12 (c) 4 tens and 4 ones = 44 (e) 5 tens and 7 ones = 57 2.

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

23 65 49 72

3.

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

1 tens, 5 ones 3 tens, 7 ones 5 tens, 0 ones 9 tens, 6 ones

(b) (d) (f)

2 tens and 4 ones = 24 2 tens and 9 ones = 29 8 tens and 2 ones = 82

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Place value—ones and tens Expanded notation Understanding of Base 10 blocks

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Primary mathematics: Back to basics

(b) 2 (d) 4

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4. (a) 8 (c) 6 (e) 5

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PLACE VALUE NUMBER

1. Write each number by counting the blocks. (b)

(c)

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r o e t s Bo r e p oktens tens u tens S ones = ones = ones =

(d)

(e)

(f)

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C.Publ i cat i ons tens tens •tens f orr evi ew p ur poseson l y• ones =

ones =

2. Write the number.

ones =

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STUDENT NAME

(a)

(a) 2 tens and 3 ones

(b) 6 tens and 5 ones

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o c . ch 3. Write how many tens and ones there are in each amount. e r er o t s s r u e p (a) 15 = tens ones (b) 37 = tens (c) 4 tens and 9 ones

(c) 50 =

tens

(d) 7 tens and 2 ones

ones (d) 96 =

tens

ones ones

4. Circle the number in each amount that shows how many ones.

(a) 58

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(b) 32

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(c) 46 9

(d) 94

(e) 125

Primary mathematics: Back to basics

ROUNDING NUMBER

TEACHER INFORMATION Indicator Rounds one- and two-digit numbers to the nearest 10.

Concepts required

r o e t s Bo r e p ok u S Numbers ending in five are rounded up

1.

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

20 10 20 30 50

2. (a) 30 (d) 20

(b) 10 (e) 90

(c) 60 (f) 50

3. (a) 10 (d) 30 (g) 70

(b) 10 (e) 40 (h) 70

(c) 20 (f) 40 (i) 80

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Answers

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C.Publ i cat i ons •f orr evi ew pur posesonl y• 4. 21, 15, 18, 23, 17, 22, 19, 24

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5. 45, 48, 51, 54, 49, 52, 53

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ROUNDING NUMBER

1. Round the number to the nearest 10. (a) Is 21 nearer to 20 or 30? (b) Is 8 nearer to 0 or 10?

r o e t s Bo r e p ok u Is 52S nearer to 50 or 60?

(c) Is 19 nearer to 10 or 20?

(d) Is 34 nearer to 30 or 40?

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2. When a number ends in 5, round up to the nearest 10. (a) 25 rounds up to

(b)

5 rounds up to

(c) 55 rounds up to

(d)

15 rounds up to

(e) 85 rounds up to

3.

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(f) 45 rounds up to •f orr evi ew pur posesonl y• Round the numbers to the nearest 10.

(a) 7

(b)

13

(c) 22

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(e)

38

(f) 44

4.

(d) 31

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STUDENT NAME

(e)

75 o c . c e Circle the numbers will round to 20. r hethat o r st super

(g) 69

21

14

(h)

15

18

65

23

29

(i)

17

22

19

24

5. Circle the numbers that will round to 50.

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45

55

48

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51

54 11

42

49

52

57

53

Primary mathematics: Back to basics

ADDITION NUMBER

TEACHER INFORMATION Indicators Counts to solve addition problems.

Solves addition number sentences.

r o e t s Bo r e p ok u S Concepts required Counting to 30 Addition number sentences

Answers

1. (a) 10 (d) 18 2.

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

(b) 8 (e) 22

(c) 12 (f) 30

3+5=8 8 + 2 = 10 5 + 9 = 14 11 + 4 = 15

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Recognition of ‘+’ sign

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(b) 16 (e) 13 (h) 16

(c) 20 (f) 19 (i) 18

4. Answers will vary

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5. Answers will vary

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ADDITION NUMBER

(a) squares

(b) circles

(c) triangles

(d) squares and circles

(e)

(f)

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r o e t s Bo r e ptriangles ok squares and u Saltogether shapes

2. Complete the number sentences.

(a)

(b)

+

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=

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(d)

+

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3. Solve the addition problems.

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(a) 10 + 3 =

(d)

(g)

+

=

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STUDENT NAME

1. How many of each shape can you find?

(b) 9 + 7 =

(c) 12 + 8 =

(e) 8 + 5 =

(f) 13 + 6 =

o c . che e r o t r s 8+7=

(h) 11 + 5r =s (i) 15 + 3 = up e

4. Write two addition sums that equal 10.

(a)

(b)

5. Write two addition sums that equal 20.

(a)

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Primary mathematics: Back to basics

ADDITION PROBLEMS NUMBER

TEACHER INFORMATION Indicator Solves addition number and word problems.

Concepts required

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

1. (a) 21

(b) 35

2. (a) 4 + 5 = 9

(b) 7 + 4 = 11

3.

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

(c) 59

5 + 6 = 11 9 + 8 = 17 7 + 12 = 19 10 + 9 = 19

(d) 77

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Place value Vertical addition Writing number sentences Reading and solving word problems

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ADDITION PROBLEMS NUMBER

1. Solve the addition problems.

(a) 11 (b) 23 (c) 34 (d) 42 + 10 + 12 + 25 + 35

r o e t s Bo r e p owere five girls There are four apples

(a) Therek u and S five pears. How and six boys in one

2. Draw the addition story and solve the problem.

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(a)

3. Write the number sentence and solve the problem.

many pieces of fruit are there?

group.

How many children were there altogether?

+

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(b) Amy has nine books © R. I .

C.Pub l i c at i ons and Rose has eight.

How many books do •f orr evi ew pur pose s o n l y • they have altogether?

=

(b) There were seven chocolate cupcakes and four vanilla cupcakes.

How many were there altogether?

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+

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+

=

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STUDENT NAME

(c) There are seven flowers in one vase and 12 in another. How many are there altogether?

o c . che e r o t r

s + = supe r

(d) Lewis had ten toys and Sanjiu had nine. How many toys altogether?

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+

+

=

=

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Primary mathematics: Back to basics

SUBTRACTION NUMBER

TEACHER INFORMATION Indicator Writes and solves subtraction problems.

Concepts required

r o e t s Bo r e p ok u S Materials needed Coloured pencils

Answers

1. (a) 9 (c) 5

(b) Teacher check (d) 9 – 4 = 5

2. (a) 14 (c) 8

(b) Teacher check (d) 14 – 6 = 8

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Subtracting one-digit numbers Writing number sentences Recognition of ‘–’ sign

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4. (a) 5 (d) 9

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Primary mathematics: Back to basics

(b) 8 (e) 6

(c) 2 (f) 4

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3. (a) 7 – 3 = 4 (b) 10 – 4 = 6 (c) 15 – 6 = 9

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SUBTRACTION NUMBER

1. (a) How many altogether? (b) Colour four.

r o e t s Bo r e Write thep number sentence –o = u k S

(c) How many left?

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2. (a) How many altogether? (b) Colour six. (c) How many left?

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C.Publ i cat i ons (d) Write the number sentence.

– = •f orr evi ew pur poses on l y•

3. Write the number sentence and solve the subtraction problem.

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(a)

(b)

(c)

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–

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STUDENT NAME

(d)

–

o – c . che e r o r st super –

–

–

=

=

=

4. Solve the subtraction problem. (a) 8 – 3 = (d) 11 – 2 = R.I.C. Publications®

(b) 10 – 2 =

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(e) 9 – 3 = 17

(c) 9 – 7 = (f)

10 – 6 =

Primary mathematics: Back to basics

SUBTRACTION PROBLEMS NUMBER

TEACHER INFORMATION Indicator Solves subtraction number and word problems.

r o e t s Bo r e p ok u S Concepts required

Answers

1.

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

11 5 11 12

2.

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

9–2=7 12 – 7 = 5 15 – 9 = 6 20 – 10 = 10 16 – 7 = 9 20 – 15 = 5

ew i ev Pr

Teac he r

Place value Vertical subtraction Writing number sentences Reading and solving word problems

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Primary mathematics: Back to basics

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R.I.C. Publications®

SUBTRACTION PROBLEMS NUMBER

1. Solve the subtraction problems.

(a) 13 (b) 17 (c) 25 (d) 36

– 2 – 12 – 14 – 24

r o e t s Bo r e p ok u HowS many were left?

– =

2. Write the number sentence and solve the problem.

Teac he r

(a) There were nine muffins. James ate two.

(b) Tess is twelve years old and Lela is seven.

(d) Alice read ten pages. If there are twenty pages in the book, how many more pages are left to read?

w ww

–

. te

=

o c . che e r o How many did r hes have left? r – = t upes

(e) Ben had sixteen toys and gave seven to Noah.

=

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C.Publ i cat i ons •How f or r ev i ew pur pose nl y• many were boys?

–so =

–

(c) There were fifteen children. Nine were girls.

How much older is Tess?

m . u

ew i ev Pr

STUDENT NAME

(f) Amber made twenty cards. She gave away fifteen.

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How many did she have left?

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19

–

=

Primary mathematics: Back to basics

MULTIPLICATION NUMBER

TEACHER INFORMATION Indicator Solves multiplication problems by grouping.

Concepts required

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

1.

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

Answers

6 8 3 groups of 2 = 6 3 groups of 4 = 12

2. (a) 3 (b) 9

ew i ev Pr

Teac he r

Counting groups of …

Understanding of multiplication number sentences Recognition of ‘x’ sign

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• 3. (a) 4 (b) 16

4. (a) Teacher check (b) 5 x 2 = 10

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Primary mathematics: Back to basics

m . u

5. (a) Teacher check (b) 6 x 3 = 18

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R.I.C. Publications®

MULTIPLICATION

1. (a)

2 groups of 3 =

(b)

2 groups of 4 =

(c)

(d)

Teac he r

r o e t s Bo r e p o groups of u k S

2.

=

ew i ev Pr

groups of

=

(a) How many groups of 3?

© R. I .

C.Pub l i cat i ons (b) How many altogether?

•f orr evi ew pur posesonl y•

(a) How many groups of 4?

(b) How many altogether?

w ww

3.

m . u

STUDENT NAME

NUMBER

4. (a) Draw five

groups

of two.

. te

(b)

o c . c e her 5x2= r o t s super

5. (a) Draw six

groups

of three. (b) 6 x 3 = R.I.C. Publications®

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21

Primary mathematics: Back to basics

MULTIPLICATION PROBLEMS NUMBER

TEACHER INFORMATION Indicator Solves multiplication number and word problems.

Concepts required

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

1. (a) 4 (d) 6 (g) 10

(b) 6 (e) 3 (h) 8

2. (a) 10 (b) 15 3. (a) 3 x 2 = 6 (b) 4 x 2 = 8

(c) 8 (f) 9 (i) 15

ew i ev Pr

Teac he r

Understanding of multiplication number sentences Writing number sentences Reading and solving word problems

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Primary mathematics: Back to basics

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

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R.I.C. Publications®

MULTIPLICATION PROBLEMS NUMBER

1. Solve the multiplication problems. (a) 2 x 2 =

(b)

2x3=

(c) 2 x 4 =

(d) 3 x 2 =

(e)

3x1=

(f)

3x3=

(g) 5 x 2 =

(h)

4x2=

(i)

5x3=

r o e t s Bo r e p ok Two vases each hold u five S flowers.

2. Draw the story and solve the problem.

Teac he r

(a)

How many flowers are there altogether?

ew i ev Pr

© R. I .

C.Publ i cat i ons (b) Three bowls each hold •five f or r evi ew pur posesonl y• goldfish.

How many goldfish are there altogether?

w ww

m . u

STUDENT NAME

. te

3.

o c . che e Write the number sentence and solve ther problem. o st sutwo r (a) Three cars eachr carry people.

How many people are pe there altogether?

x

=

people.

(b) Four bicycles each have two wheels. How many wheels are there altogether?

R.I.C. Publications®

x

=

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wheels.

23

Primary mathematics: Back to basics

DIVISION NUMBER

TEACHER INFORMATION Indicator Solves division problems by grouping.

Concepts required

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

1.

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

Answers

ew i ev Pr

Teac he r

Sharing Recognition of ‘÷’ sign

3 3 3 2

2. (a) 2, 6 ÷ 3 = 2 (b) 4, 8 ÷ 2 = 4 (c) 4, 12 ÷ 3 = 4

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Primary mathematics: Back to basics

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DIVISION NUMBER

1. Solve the word problems. (a) Share the balloons into two equal groups.

How many are in each group?

(b) Share the tigers into three equal groups.

How many are in each group?

r o e t s Bo r e p ok u S Share the boxes into five

(d)

equal groups.

How many are in each group?

2. Draw the story and solve the problems. (a) Draw six bananas.

ew i ev Pr

Teac he r

(c) Share the stars into four equal groups.

How many are in each group?

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

How many groups of three?

w ww

(b) Draw eight stars.

. te

6÷3=

m . u

STUDENT NAME

o c . che e r How many groups of two? t o r s 8÷2= super

(c) Draw 12 fish.

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12 ÷ 3 = Primary mathematics: Back to basics

MIXED PROBLEMS NUMBER

TEACHER INFORMATION Indicator Solves mixed word problems using pictures and number sentences.

r o e t s Bo r e p ok u S Concepts required

1.

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

Answers

Teacher check pictures Teacher check pictures Teacher check pictures Teacher check pictures Teacher check pictures

2 + 7 = 9 pets 12 – 3 = 9 muffins 2 x 3 = 6 kittens 9 ÷ 3 = 3 flowers 6 + 8 = 14 books

ew i ev Pr

Teac he r

Understanding of number sentences Reading and solving word problems

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Primary mathematics: Back to basics

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

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R.I.C. Publications®

MIXED PROBLEMS NUMBER

1. Read the story and draw the picture.

Write the number sentence to solve the problem. (a) Holly had two dogs and Charu had seven goldfish.

How many pets altogether?

r o e t s Bo r e p ok u S 12 muffins and (b) Ruby baked

Teac he r

+

=

pets

ew i ev Pr

ate three. How many were left?

–

=

muffins

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

(c) Blake’s two cats each gave birth to three kittens. How many kittens altogether?

x

=

kittens

w ww

m . u

STUDENT NAME

(d) Molly put nine flowers into three vases. How many flowers are in each vase?

. te ÷

o c . c = flowers e her r o t s super

(e) There were six books on the shelf and eight books on the desk. How many books altogether?

R.I.C. Publications®

+

=

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books 27

Primary mathematics: Back to basics

FRACTIONS NUMBER

TEACHER INFORMATION Indicator Understands the terms whole, half and quarter.

Concepts required

r o e t s Bo r e p ok u S Materials needed Coloured pencils

Answers

1. Colour one whole/Teacher check

ew i ev Pr

Teac he r

Whole Half Quarter Fractional parts of a whole

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C.Publ i cat i ons •f orr evi ew pur posesonl y• 2. (a) Colour 3/Teacher check (b) Colour 4/Teacher check (c) Colour 5/Teacher check

3. Colour one quarter/Teacher check

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Primary mathematics: Back to basics

m . u

4. (a) 2 parts of 4 (b) 1 part of 2 (c) 1 part of 4

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FRACTIONS NUMBER

1. Draw and colour one whole of each food. apple

r o e t s B r e o Colour half of p the objects in each group. o u k S (a) (b) (c)

Teac he r

3.

© R. I .

C.Publ i cat i ons Colour one quarter of each shape.

•f orr evi ew pur posesonl y•

(a)

4.

(b)

(c)

w ww

m . u

pizza

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STUDENT NAME

2.

cupcake

.

te o What part of each whole is shaded? c . che e r o (a) (b) t r s (c) super

parts of

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part of Primary mathematics: Back to basics

MONEY – coins NUMBER

TEACHER INFORMATION Indicator Identifies Australian coins.

Concepts required

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

1.

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

Answers 5c 10c 20c 50c $1 $2

five cents ten cents twenty cents fifty cents one dollar two dollars

silver silver silver silver gold gold

ew i ev Pr

Teac he r

Knowledge of Australian coins Ordering coin amounts Adding coin amounts Calculating change from given amounts

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C.Publ i cat i ons •f orr evi ew pur posesonl y• 2. 5c, 10c, 20c, 50c, 75c, $1, $1.50, $2 3. (a) 15c (d) 70c

20c 40c 50c $1.50

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Primary mathematics: Back to basics

(c) $1 (f) $3.10

m . u

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

w ww

4.

(b) 30c (e) $2.50

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R.I.C. Publications®

MONEY – coins NUMBER

1. Complete the table.

Coin

Amount (number)

Amount (words)

Colour

5c

five cents

silver

(a) (b)

Teac he r

ew i ev Pr

(d)

(e)

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

(f)

2. Order the coin amounts in order from smallest to largest.

50c $1 20c $2 75c 5c $1.50 10c

w ww

m . u

STUDENT NAME

(c)

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

. te o 10c + 5c =

(b) 20c + 10c =. c che e r o t+ 20c = r 50c + 50c = s 50c s up(d) er

3. Add the coin amounts.

(a)

(c)

(e) $2 + 50c =

(f)

$1 + $2 + 10c =

4. Calculate how much change is left.

(a) From 50c if I spend 30c?

(b) From $1 if I spend 60c?

(c) From $2 if I spend $1.50?

(d) From $2 if I spend 50c?

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Primary mathematics: Back to basics

MONEY – notes NUMBER

TEACHER INFORMATION Indicators Identifies Australian currency notes.

r o e t s Bo r e p ok u S Knowledge of Australian currency notes Ordering dollar amounts Finding equivalent amount Adding dollar amounts Calculating change from given amounts

ew i ev Pr

Teac he r

Concepts required

Materials needed Coloured pencils Colour images of Australian currency notes

Answers

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• 1. 5 dollars, 10 dollars, 20 dollars, 50 dollars, 100 dollars

2. $5 – pink, $10 – blue, $20 – orange, $50 – yellow, $100 – green

4. (a) $5 and $5 (b) $20, $10 and $20 (c) $50 and $50

w ww

5. (a) $10 (d) $120

. te

6. (a) $5 (b) $20 (c) $50

Primary mathematics: Back to basics

(b) $15 (e) $70

(c) $40 (f) $150

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3. $2.50, $15, $20, $50, $80, $110, $200

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R.I.C. Publications®

Money – notes NUMBER

1. Write the note amounts in order from smallest to largest.

dollars

dollars

dollars

dollars

dollars

2. Correctly colour each note.

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

Teac he r

ew i ev Pr

4. Colour the notes needed to make each amount. (a)

$10

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

(b)

$50

(c)

$100

w ww

m . u

STUDENT NAME

3. Write these dollar amounts in order from smallest to largest.

$20 $2.50 $110 $15 $50 $200 $80

5. Add these dollar amounts.

. t+ $20 = $20e

(d) $100 + $20 = o c . c e r $50 + $20 h = e

(f) $100 + o r st $50 = super

(a) $5 + $5 = (c)

(e)

(b) $10 + $5 =

6. Calculate how much change is left.

(a) From $10 if I spend $5?

(b) From $50 if I spend $30?

(c) From $100 if I spend $50?

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Primary mathematics: Back to basics

odd and even numbers NUMBER

TEACHER INFORMATION Indicators Identifies odd and even numbers.

Concepts required

r o e t s Bo r e p ok u S Materials needed Coloured pencils

Answers

1. Odd numbers – 1, 3, 5, 7, 9, 11, 13, 15, 17, 19 Even numbers – 2, 4, 6, 8, 10, 12, 14, 16, 18, 20

ew i ev Pr

Teac he r

Odd and even numbers Age Last year/Next year

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C.Publ i cat i ons •f orr evi ew pur posesonl y• 2. 44, 82, 66, 38, 50, 100 3. Answers will vary 4. Answers will vary

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Primary mathematics: Back to basics

m . u

5. Answers will vary

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R.I.C. Publications®

odd and even numbers NUMBER

1. Colour the odd numbers blue and the even numbers red.

2. Circle only the even numbers.

44

82

66

27

(a) How old am I?

(b) How old am I next year?

(c) How old was I last year?

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Teac he r

3.

odd even odd even

© R. I .

C.Publ i cat i on seven odd (d) My house number is?

•f orr evi ew pur posesonl y•

4. Colour an odd number of hats.

w ww

m . u

STUDENT NAME

38 r 50 47 99 100 o e t s Bo r e Write down each box. pnumber. Colour the odd oroeven u k S odd even 19

5.

. te hats did you colour? o How many c . c e r Colour an evenh number of bugs. er o t s super

How many bugs did you colour?

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35

Primary mathematics: Back to basics

number patterns NUMBER

TEACHER INFORMATION Indicator Identifies and completes number patterns.

Concepts required

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

1. (a) Double 3 = 6 (b) Double 5 = 10 (c) Double 8 = 16 2.

(a) (b) (c) (d) (e) (f) (g)

2, 4, 6, 8, 10, 12, 14, 16, 18, 20 1, 3, 5, 7, 9, 11, 13, 15, 17, 19 4, 8, 12, 16, 20, 24, 28, 32, 36 5, 10, 15, 20, 25, 30, 35, 40, 45, 50 10, 20, 30, 40, 50 50, 49, 48, 47, 46, 45, 44, 43, 42 20, 18, 16, 14, 12, 10, 8, 6, 4, 2

ew i ev Pr

Teac he r

Doubling numbers Counting even numbers and odd numbers Counting on by two, four, five and 10 Counting backwards by ones and twos

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Primary mathematics: Back to basics

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

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R.I.C. Publications®

Number patterns NUMBER

1. Draw the same amount of each group of objects to make double.

Double 2 = 4

(a)

(c)

ew i ev Pr

Teac he r

(b)

Double 8 =

2. Use the numbers chart to help complete the patterns.

1 11 21 31 41

2 12 22 32 42

3 13 23 33 43

4 14 24 34 44

5 15 25 35 45

6 16 26 36 46

7 17 27 37 47

8 18 28 38 48

9 19 29 39 49

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

(a) 2, 4,

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. te 4, 8,

(b) 1, 3,

(c)

(d) 5,

(e) 10,

, 8,

,

, 14, 16,

,

, 9, 11,

,

,

, 20,

,

, 19

o c . che e r o t r sup r , 15, , 25, ,e ,s 40, 45, ,

,

,

, 50

(f) 50, 49,

, 47,

,

(g) 20, 18,

, 14, 12,

R.I.C. Publications®

, 20

10 20 30 40 50

m . u

STUDENT NAME

r o e t s Bo r e p okDouble 5 = u S

Double 3 =

www.ricpublications.com.au

, 32,

, ,

, 43, , 6,

37

, Primary mathematics: Back to basics

number sentences NUMBER

TEACHER INFORMATION Indicator Solves number sentences.

Concepts required

r o e t s Bo r e p ok u S Materials needed Coloured pencils

Answers

1. 10 + 10 = 20, 6 + 6 = 12, 20 – 0 = 20, 10 + 4 = 14 10 – 10 = 0, 15 + 5 = 20, 11 + 9 = 20, 20 –20 = 0 Colour – 10 + 10 = 20, 20 – 0 = 20, 15 + 5 = 20, 11 + 9 = 20

ew i ev Pr

Teac he r

Understanding relationships between addition and subtraction Solving +, – and x number sentences by finding the missing number

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• 2. (a) 5 + 4 = 9, 9 – 5 = 4 (b) 6 + 10 = 16, 16 – 6 = 10 (a) (c) (e) (g) (i)

8 + 2 = 10 4 x 1 = 4 15 – 5 = 10 10 + 10 = 20 3 x 2 = 6

w ww

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Primary mathematics: Back to basics

(b) (d) (f) (h) (j)

12 – 4 = 8 9 + 3 = 12 2x2=4 12 – 6 = 6 5 + 7 = 12

m . u

3.

o c . che e r o t r s super

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R.I.C. Publications®

number sentences NUMBER

10 + 10 =

10 – 10 =

Teac he r

6 + 6 =

20 – 0 =

10 + 4 =

r o e t s r 11B + 9o = e p ok u S 15 + 5 =

20 – 20 =

2. Use the same number to write a different number sentence.

(a) 4 + 5 = 9

=

+

9 – 4 = 5

=

9–

16 – 10 = 6

=

16 –

ew i ev Pr

=9 =

© R. I .

C.Publ i cat i ons (b) 10 + 6 = 16 = + = 16 •f orr evi ew pur posesonl y•

=

w ww

3. Write the missing number to finish the number sentence. (a) 8 +

. te 4x1=

= 10

(b) 12 – 4 =

m . u

STUDENT NAME

1. Solve the problems and then colour all the number sentences that equal 20.

(c)

(e)

o c . che e r o t r s sup(f) er – 5 = 10 2x =4

(g)

+ 10 = 20

(i)

R.I.C. Publications®

3x2=

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(d) 9 +

(h) (j)

39

= 12

–6=6 5+

= 12

Primary mathematics: Back to basics

identifying 2-D shapes SPACE

TEACHER INFORMATION Indicators Identifies and draws 2-D shapes.

Identifies 2-D shapes in real-life objects.

r o e t s Bo r e p ok u S Concepts required

Answers

1. square, rectangle, circle, triangle, oval, pentagon, hexagon, octagon 2. Answers will vary

ew i ev Pr

Teac he r

Recognition of 2-D shapes – square, rectangle, circle, triangle, oval, pentagon, hexagon, octagon Identifying and drawing 2-D shapes from the home environment

w ww

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Primary mathematics: Back to basics

m . u

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

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R.I.C. Publications®

Identifying 2-D shapes SPACE

Teac he r

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

ew i ev Pr

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• octagon

circle

triangle

hexagon

square

w ww

rectangle

pentagon

m . u

STUDENT NAME

1. Trace over each 2-D shape. Copy the correct name under each shape.

oval

. tsquare rectangle circle e o c . che e r o r st super

2. Draw something from home that has each shape.

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Primary mathematics: Back to basics

identifying 3-D shapes SPACE

TEACHER INFORMATION Indicators Identifies and draws 3-D shapes.

Identifies 3-D shapes in real-life objects.

r o e t s Bo r e p ok u S Concepts required

Answers

1. cube, cone, sphere cylinder, prism, pyramid 2. Answers will vary 3. sphere, cylinder, cone

ew i ev Pr

Teac he r

Recognition of 3-D shapes – sphere, prism, cube, cylinder, pyramid, cone Identifying and drawing 3-D shapes from the home environment Identifying 3-D shapes that can roll

w ww

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Primary mathematics: Back to basics

m . u

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

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R.I.C. Publications®

Identifying 3-D shapes SPACE

Teac he r

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

ew i ev Pr

© R. I .

C.Publ i cat i ons sphere prism cylinder pyramid •f orr e vi ewcube pur p osesonl y•cone

2. Draw something from home that has each shape. cylinder

cube

w ww

. te

3.

cone

m . u

STUDENT NAME

1. Trace over each 3-D shape. Copy the correct name under each shape.

o c . che e r o t r s super Draw two 3-D shapes that can roll.

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Primary mathematics: Back to basics

shape patterns SPACE

TEACHER INFORMATION Indicators Continues 2-D shape patterns.

Concepts required

r o e t s Bo r e p ok u S Materials needed Coloured pencils

Answers

1. Teacher check 2.

Teacher check 3 squares (6 if student includes copy) 5 triangles (10 if student includes copy) 4 circles (8 if student includes copy) 3 rectangles (6 if student includes copy)

ew i ev Pr

Teac he r

Patterns Identifying 2-D shapes – rectangles, squares, triangles, circles

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

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Primary mathematics: Back to basics

m . u

3. Answers will vary

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R.I.C. Publications®

shape patterns SPACE

Teac he r

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

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2. Copy the shape pattern.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

Colour the squares red.

How many?

Colour the triangles blue.

How many?

w ww

. te

m . u

STUDENT NAME

1. Continue each shape pattern.

o c . che green. How many? r e Colour the rectangles o r st super Colour the circles yellow.

How many?

3. Draw a picture using three different shapes.

Use different colours to trace over the shapes you used.

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Primary mathematics: Back to basics

Symmetry SPACE

TEACHER INFORMATION Indicators Draws lines of symmetry on 2-D shapes.

Completes symmetrical pictures.

r o e t s Bo r e p ok u S Concepts required

Answers

1. Teacher check – various lines of symmetry 2. Answers will vary 3. Teacher check

ew i ev Pr

Teac he r

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

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Primary mathematics: Back to basics

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

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symmetry SPACE

Teac he r

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

2. Draw three shapes that are not symmetrical.

ew i ev Pr

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

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STUDENT NAME

1. Draw a line of symmetry through each shape.

3.

. te

o c . cpictures e Complete the to make them symmetrical. her r o t s super

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47

Primary mathematics: Back to basics

position SPACE

TEACHER INFORMATION Indicator Understands everyday locational language.

Concepts required

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

1. Teacher check numbers 2.

(a) (b) (c) (d) (e) (f) (g)

below middle above left right next to between

ew i ev Pr

Teac he r

Locational language – next to, below, left, right, above, between, middle, under Numbers on a telephone keypad

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

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Primary mathematics: Back to basics

m . u

3. Answers will vary

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position SPACE

1. Write the numbers in the correct places on the telephone.

3. Draw pictures to finish each sentence.

In my bedroom there is:

Teac he r

r o e t s Bo r e p ok u S on top of my bed. a

2. Use the words in the box to finish each sentence about the telephone. next to below left right between

© R. I .

C.Publ i cat i ons next to •f orr evi ew pur pose so nmy l ybed.

•

(b) Number 5 is in the column.

a

m . u

(a) Number 4 is number 1.

w ww

above middle

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STUDENT NAME

a

. te o under my bed. c Numberc 7 is to the . e r of numberh 8.e o ta r s s r u e p Number 3 is to the

(c) Number 6 is number 9.

(d)

(e)

of number 2.

(f) Number 1 is number 2.

(g) 0 is and #.

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the *

above my bed.

49

Primary mathematics: Back to basics

directions SPACE

TEACHER INFORMATION Indicator Follows directions to mark a path on a grid.

Concepts required

r o e t s Bo r e p ok u S Directions – up, down, right

Teac he r

Answers

1. Teacher check

ew i ev Pr

2. Answers will vary

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Primary mathematics: Back to basics

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directions SPACE

1. Follow the directions to help the pirate find the treasure.

Teac he r

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

ew i ev Pr

© R. I .

C.Publ i cGo at i on ssquares. right five •Go f oup rone r ev i ew pur po se so nl y• (c) square. (d) Go right four squares.

(e) Go down four squares. (f)

Go right six squares.

(g) Go down two squares. (h)

Put a cross in the square where you finished.

(a) Go down four squares. (b)

w ww

m . u

STUDENT NAME

Start X

. tedirections to get from the o Write four c . start to the finish.

Mark the path. che e r o t r s super (a)

(b)

(c)

(d)

2.

Finish X

Start X

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51

Primary mathematics: Back to basics

paths and grids SPACE

TEACHER INFORMATION Indicators Draws a path and uses a grid for location.

Concepts required

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

1. Answers will vary 2.

(a) (b) (c) (d) (e) (f) (g) (h)

crab whale seahorse fish top left-hand Teacher check location Teacher check location Teacher check location

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Teac he r

Simple paths Locational language – next to, below, above, top, bottom, right, under, between

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Primary mathematics: Back to basics

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paths and grids SPACE

Teac he r

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

2. Use the grid to answer the questions.

(a) The starfish is next to the

(b) The

is in the top right hand corner.

© R. I .

C.Publ i cat i ons (c) The dolphin is below the .

•f orr evi ew pur posesonl y• (d) The seahorse is to the right of the (e) The stingray is in the corner.

w ww

.

(f) Draw another fish in the square above the shell. (g)

.

m . u

ew i ev Pr

STUDENT NAME

1. Draw a simple layout of your house. Show how you would walk from the sink in the kitchen to the door of your bedroom.

Label the start and finish.

. te

o c .

Draw some che e r o seaweed in ther t s super square under the dolphin.

(h) Draw a seagull in the space between the stingray and shark.

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53

Primary mathematics: Back to basics

size MEASUREMENT

TEACHER INFORMATION Indicator Compares the size of objects.

Concepts required

r o e t s Bo r e p ok u S Materials needed Coloured pencils

Answers

1. Teacher check

ew i ev Pr

Teac he r

Bigger/Smaller Longest/Shortest Tallest/Shortest Heaviest/Lightest

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C.Publ i cat i ons •f orr evi ew pur posesonl y• 2. Answers will vary 3. Teacher check

4. Answers will vary 5. Teacher check 6. Answers will vary

w ww

m . u

7. Teacher check 8. Answers will vary

. te

Primary mathematics: Back to basics

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size MEASUREMENT

1. In each group, colour the biggest object green and the smallest object red.

(a) (b)

r o e t s Bo r e p ok u In each group, colour the longest object blue and the shortest S object yellow.

2. (a) A is (b) A bigger than me. is smaller than me.

Teac he r

(a)

(b)

ew i ev Pr

4. (a) A is (b) A longer than a pencil. is shorter than a pencil.

5.

© R. I .

C.Publ i cat i ons f o rr e vi ew ur p ose son l y •shortest In • each group, colour thep tallest object orange and the

(a)

object pink.

(b)

w ww

m . u

STUDENT NAME

3.

. te

o c . c e r In each group, h colour the heaviest object brown and the e o t r s s r pe lightest object yellow. u

6. (a) A is (b) A taller than me. is shorter than me.

7.

(a)

(b)

8. (a) A is (b) A heavier than me. is lighter than me.

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Primary mathematics: Back to basics

length MEASUREMENT

TEACHER INFORMATION Indicator Compares and measures length.

Concepts required

r o e t s Bo r e p ok u S Materials needed Coloured pencils

Answers

1. Teacher check 2. Answers will vary

ew i ev Pr

Teac he r

Shortest, longest, equal Informal measurement units Length of one metre

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• 3. Answers will vary

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Primary mathematics: Back to basics

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4. Answers will vary

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length MEASUREMENT

(b) Trace over the shortest line in red.

(c) Trace over the equal-length lines in green.

Teac he r

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

ew i ev Pr

2. Use the length of your pencil to measure each object.

(a) the height of the TV

pencils long

(b) the length of the dining table

pencils long

(d) the length of your bed

pencils long

© R. I .

C.Publ i cat i ons (c) the width of the fridge pencils long •f orr evi ew pur poseso nl y•

m . u

STUDENT NAME

1. (a) Trace over the longest line in blue.

w ww

3. Draw two things that are less than a metre wide.

. te

o c . che e r o t r s super

4. Draw two things that are more than a metre wide.

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57

Primary mathematics: Back to basics

area MEASUREMENT

TEACHER INFORMATION Indicators Compares and measures area using informal units.

Concepts required

r o e t s Bo r e p ok u S Materials needed Coloured pencils

Answers

1. Teacher check 2. Teacher check

ew i ev Pr

Teac he r

Biggest, smallest, equal Knowledge that area is the space inside a shape Counting to 16

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• 3. Answers will vary 4. Answers will vary 2 4 4 8 16

. te

Primary mathematics: Back to basics

m . u

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

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5.

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Area MEASUREMENT

1. (a) Colour the square that has the biggest area blue.

(b) Colour the square that has the smallest area red.

(c) Colour the squares that have equal areas green.

Teac he r

ew i ev Pr

4. Draw something that has a bigger area than your hand.

3. Draw something that has a smaller area than your hand.

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. te

m . u

STUDENT NAME

2.

r o e t s Bo r e Draw the same shape, but with a bigger area. p ok u S

5. Count the squares to find the area of each shape. Write the number inside each shape.

(a)

o c . che e r o t r (d) (b) (c) s supe r

(e)

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59

Primary mathematics: Back to basics

capacity MEASUREMENT

TEACHER INFORMATION Indicator Compares capacity using informal units.

Concepts required

r o e t s Bo r e p ok u S Materials needed Coloured pencils

Answers

1. Teacher check 2. Teacher check

ew i ev Pr

Teac he r

Biggest/Smallest/Equal Full/Half full/Empty More/Less

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C.Publ i cat i ons •f orr evi ew pur posesonl y• 3. Answers will vary (a) (b) (c) (d) (e)

more less less more less

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Primary mathematics: Back to basics

m . u

4.

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capacity MEASUREMENT

1. (a) Colour the cup that has the biggest capacity blue.

(b) Colour the cup that has the smallest capacity red.

(c) Colour the cups that have equal capacity green.

Teac he r

ew i ev Pr

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

3. Draw two things from home that hold more than one cup.

w ww

m . u

STUDENT NAME

2. (a)

r o e t s Bo r e p okDraw the glass u Draw the glass (b) Draw the glass (c) Sfull. as full. as nearly empty. as half

4. Complete each sentence by colouring more or less.

. te

o c . c e more less he r A coffee cup holds liquid o t r s than a kettle. super

(a) A bath holds

more less

(b)

(c) A glass holds

(d) A swimming pool holds bath.

(e) A teaspoon holds

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water than a bucket.

more less

water than a fish tank.

more less

more less 61

water than a bird

sugar than a cup.

Primary mathematics: Back to basics

mass MEASUREMENT

TEACHER INFORMATION Indicator Compares mass using informal units.

Concepts required

r o e t s Bo r e p ok u S Heaviest/Lightest/The same

Coloured pencils

Answers

1. Teacher check 2. Answers will vary 3. Answers will vary

ew i ev Pr

Teac he r

Materials needed

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• 4.

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

heavier heavier lighter heavier lighter

w ww

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Primary mathematics: Back to basics

m . u

5. Answers will vary

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Mass MEASUREMENT

1. (a) Colour the heaviest object blue.

(b) Colour the lightest object red.

(c) Colour the objects that weigh about the same green.

Teac he r

ew i ev Pr

3. Draw three things from home that weigh more than you.

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

w ww

m . u

STUDENT NAME

2.

r o e t s Bo r e p from home that weigh less okthan you.

Draw three things u S

4. Complete each sentence by colouring heavier or lighter.

heavier lighter . te heavier lighterthan a butterfly. o A DVD is than a pencil. c . che e r heavier lighter o A banana is than a r st watermelon. super

(a) A cat is

(b)

(c)

(d) A pillow is

(e) A chicken is

heavier

heavier

lighter

lighter

than a feather.

than an elephant.

5. (a) A book weighs about the same as a

(b) A pencil weighs about the same as a

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63

. .

Primary mathematics: Back to basics

days of the week MEASUREMENT

TEACHER INFORMATION Indicator Writes the days of the week in order and identifies corresponding activities.

r o e t s Bo r e p ok u S Concepts required

Answers

1. Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday Teacher check drawings 2. Answers will vary 3. Answers will vary

ew i ev Pr

Teac he r

Days of the week in order Favourites Morning, afternoon, evening

w ww

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Primary mathematics: Back to basics

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days of the week MEASUREMENT

1. In order, write the days of the week. Draw an example of something different you do each day of the week.

Teac he r

M

T

W

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

T

F

ew i ev Pr

S

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

m . u

STUDENT NAME

S

because

w ww

2. My favourite day is

3.

. texample of something you always do during Draw ane each part o c . of the week.c e h r afternoon r o morning e evening t s super

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65

.

Primary mathematics: Back to basics

months of the year MEASUREMENT

TEACHER INFORMATION Indicator Writes the months of the year in order and identifies specific events.

Concepts required

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

1. January, February, March, April, May, June, July, August, September, October, November, December 2. (a) Answers will vary (b) January (c) Answers will vary but should be one of the following: December,

January, February

ew i ev Pr

Teac he r

Months of the year in order Birthday Summer/Winter months Favourites

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• (d) Answers will vary but should be one of the following: June, July,

August (e) Answers will vary

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Primary mathematics: Back to basics

m . u

(f) Teacher check

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months of the year MEASUREMENT

1. In order, copy the months of the year.

Teac he r

February

November

March

January

June

May

April

December

August

ew i ev Pr

September July

October

© R. I .

C.Publ i cat i ons .

•f orr evi ew pur posesonl y•. (b) The first day of the new year is in

(c) One of the summer months is

(d) One of the winter months is

2. (a) My birthday is in the month of

w ww

. te

(e) My favourite month is

(f)

.

m . u

STUDENT NAME

r o e t s Bo r e p ok

u S

.

because

o c . che you might do in December. e Draw something r o t r s super

.

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67

Primary mathematics: Back to basics

calendars MEASUREMENT

TEACHER INFORMATION Indicator Identifies days, dates and events on a calendar.

Concepts required

r o e t s Bo r e p ok u S Materials needed Access to a calendar

Answers

1.

(a) (b) (c) (d) (e) (f) (g)

30 7th Sunday Friday 16 27th five Saturday

2.

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

31 28/29 (leap year) 31 31 30 31

ew i ev Pr

Teac he r

Reading calendars Days of the week

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Primary mathematics: Back to basics

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calendars MEASUREMENT

1. Use the calendar for the month of September to answer the questions.

September SUNDAY

MONDAY

Teac he r

11

Jack’s birthday party

WEDNESDAY

THURSDAY

FRIDAY

1

2

3

8

9

10

15 Sports 16

17

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

18

25

5

6

12

13

7

Mum’s birthday

14

SATURDAY

ew i ev Pr

Day

19

20

21

22

23 Soccer 24 Grand Final

26

Dentist 4 pm

27

28

29

30

(b) What date is Mum’s birthday?

(c) What day is Jack’s birthday party?

w ww

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• (a) How many days are in September?

(d) Sports Day is on F

the

. te

(f)

(g)

th.

o c . ch How many Thursdays are in September? e r er o t s sugrand er What day is the soccerp final?

(e) What date is the dentist appointment?

m . u

STUDENT NAME

4

TUESDAY

2. Use a calendar to find out how many days are in each month.

(a) January

(b) February

(c) March

(d) May

(e) June

(f) December

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69

Primary mathematics: Back to basics

time MEASUREMENT

TEACHER INFORMATION Indicator Reads and records the time on analog and digital clocks.

Concepts required

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

1. Teacher check 3 o’clock 2.

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

2 o’clock 8 o’clock 6 o’clock half past 5 half past 10

3.

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

4 o’clock 11 o’clock 12 o’clock half past 9 half past 1

ew i ev Pr

Teac he r

Numbers 1–12 on a clock face Minute/Hour hand O’clock/Half past Digital clocks

w ww

m . u

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C.Publ i cat i ons •f orr evi ew pur posesonl y• 4. Answers will vary

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Primary mathematics: Back to basics

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time MEASUREMENT

1. Write the numbers correctly on the clock.

Colour the minute hand blue.

Colour the hour hand red.

The time is

o’clock.

r o e t s Bo r e p (b) ok (c) u S

2. Write the times shown on the clocks.

Teac he r

(a)

o’clock

(d)

o’clock

(e)

ew i ev Pr

o’clock

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• half past

half past

w ww

3. Write the times shown on the 4. Draw the time on the clock clocks. when you usually: (a)

(b)

4:00

ON

m . u

STUDENT NAME

(a) wake up on a Monday.

(b) go to bed on a Saturday.

. t11e:00 o o’clock c . che e r o t r s s uper 12:00 o’clock o’clock

OFF

GIGA-BLASTER

ON

OFF

GIGA-BLASTER

ON

(c)

(d)

9:30

(e)

1:30

OFF

GIGA-BLASTER

ON

OFF

GIGA-BLASTER

GIGA-BLASTER

ON

OFF

half past

:

half past

ON

OFF

GIGA-BLASTER

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71

Primary mathematics: Back to basics

possibilities CHANCE AND DATA

TEACHER INFORMATION Indicator Identifies the possibilities of events occurring.

Concepts required

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

1. Answers will vary 2. Teacher check 3. Answers will vary

ew i ev Pr

Teac he r

Will/Could/Won’t/Can’t happen Possible/Impossible Most likely

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Primary mathematics: Back to basics

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Possibilities CHANCE AND DATA

1. Draw a picture for each sentence.

(a) This will happen (b) This could happen tomorrow. tomorrow.

(c)

Teac he r

today.

tomorrow.

ew i ev Pr

2.

© R. I .

C.Pub i cat i ons l •f o r ev i e wp ur poseimpossible I . sonl y• Decide if r these are either possible P or

(a)

w ww

(c)

I will watch TV (b) tomorrow.

. te

It will rain (d) tomorrow.

I will drive the car tonight.

m . u

STUDENT NAME

r o e t s Bo r e p ok

u ThisS won’t happen (d) This can’t happen

Tomorrow, the sky will be yellow.

o c .

3. Draw what you will most likely eat at eache meal: ch r er o

dinner tonight breakfast t s tomorrow super

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Primary mathematics: Back to basics

categories CHANCE AND DATA

TEACHER INFORMATION Indicator Sorts objects into categories.

Concepts required

r o e t s Bo r e p ok u S Materials needed Coloured pencils

Answers

1. hot – 6 cold – 4

heater, iron, sun, oven, cup of coffee, bowl of soup ice cubes, ice-cream, fridge, snowman

ew i ev Pr

Teac he r

Hot/Cold Appropriate breakfast/dinner foods Objects that roll/slide

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• 2. Answers will vary

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Primary mathematics: Back to basics

m . u

3. Answers will vary

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Categories CHANCE AND DATA

Colour red the things that are hot.

Colour blue the things that are cold.

Teac he r

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

ew i ev Pr

How many things are hot?

© R. I .

C.Publ i cat i ons 2. Draw four foods for each group.

•f orr evi ew pur poseDinner son l y•

Breakfast foods foods

How many things are cold?

w ww

. te

m . u

STUDENT NAME

1. Sort these objects into two groups: – hot or cold.

o c .

3. Draw three objects chefor each group. r e o that slide

Things that roll Things r st super

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75

Primary mathematics: Back to basics

tables CHANCE AND DATA

TEACHER INFORMATION Indicator Interprets data from tables.

Concepts required

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

1.

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

Answers

five white four green 20

2. (a) dinner (b) breakfast (c) nine

ew i ev Pr

Teac he r

Table format Tally marks Reading numbers to 20

w ww

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Primary mathematics: Back to basics

m . u

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

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tables CHANCE AND DATA

1. The table shows the colour of cars in a car park.

Colour

Tally

Total

White

|||| |||

8

Red

||||

5

Teac he r

(a) How many cars were red?

(b) What colour was the most popular?

(c) How many cars were blue?

3 20

© R. I .

C.Publ i cat i ons (d) colour was thep least popular?

•What f or r evi ew ur posesonl y•

(e) How many cars were there altogether?

m . u

STUDENT NAME

4

ew i ev Pr

| |e || r o t s B r e oo Green p ||| u k S Blue

w ww

2. The table shows a group of students’ favourite meals.

. te Lunch |||| |||| 9 o c .

Dinner 11 che | | | | | | | | | r e o r st super Breakfast

||||

(a) What meal is the most favourite?

(b) What meal is the least favourite?

(c) How many students like lunch the most?

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Primary mathematics: Back to basics

pictographs CHANCE AND DATA

TEACHER INFORMATION Indicator Interprets data on a pictograph.

Concepts required

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

1.

(a) (b) (c) (d) (e) (f) (g) (h) (i) (j)

Answers

chocolate bar lollipop four five three two 20 Answers will vary Teacher check Answers will vary

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Teac he r

Reading a pictograph Counting to 20 Finding the difference

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Pictographs CHANCE AND DATA

Teac he r

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ice-cream

lollipop

cupcake

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chocolate bar

muffin

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(c) How many liked ice-creams?

(d) How many liked cupcakes?

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(a) Which treat is the most favourite?

(e) How many liked muffins?

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STUDENT NAME

1. The pictograph shows children’s favourite treats.

. te o c Count the pictures to find how many children . c e her r were asked. o t s super

(f) How many more liked cupcakes than muffins?

(g)

(h) Which would be your favourite treat?

(i)

Draw your favourite on the graph.

(j)

Ask one other person what their favourite is.

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block graphs CHANCE AND DATA

TEACHER INFORMATION Indicators Uses given data to complete a block graph.

Interprets data from a block graph.

r o e t s Bo r e p ok u S Concepts required

Answers

1. Teacher check completed graph.

(a) (b) (c) (d) (e) (f) (g)

four dogs two six three 13 27

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Teac he r

Completing a block graph Counting to 27 Adding

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Block graphs CHANCE AND DATA

1. Colour the squares to show the number of animals.

Teac he Number r

8

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7 6 5 4

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birds

cats

dogs

frogs

Animals

mice

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(a) How many birds are there altogether?

(b)

(c)

(d) How many cats are there altogether?

(e) There are

(f) How many cats and dogs altogether?

(g) How many animals altogether?

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snakes

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STUDENT NAME

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snakes.

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