OXFORD Tana ena sy International ~ Primary > Oe RU n ELE ati Lis amare mc OXFORDlla, International Primary Boater) anguage consultants: lohn McMahon Liz McMahon OXFORD 4 UNIVERSITY PRESSOXFORD Groat Clarendon Street, Oxford, OX2 6DP, United Kingdom ‘oxford University Press isa department of the University of Oxford Ie furthers the Unwoestys objective of excellence in research, scholarship, and education by publishing worldwide, Oxford is 8 registered trade mark of Oxford University Press in the UK and in Certain ether countries © Linda Glithro 2016 The oral rights of the authors have been asserted First published in 2016 ‘This gital publication is protected by international copyright laws, 'No part of this digital publication may be reprockiced, modified, Adapted, stored ina retrieval system. or transmitted, in any form or bby any means. 0 any other person or company without the prior ‘permission in writing of Oxford University Press, or as expressly ‘permitted bylaw: Enguities concerning reproduction outside the scope ofthe above should be sent tothe ELT Rights Department, (Oxford University res, atthe address above ‘You must not modify, adapt. copy, store, transfer or circulate the contents ofthis publication under any ther branding or as park ‘of any other product. 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In ecamination, ‘the way marks would be awarded to answers lke Unese may be diferent.Unit 1 Unit Number and Place Value Engage 1A Place value and partitioning 1B Counting on and back 1C Understanding and using decimal notation 1D Mental subtraction LE Number sequences Connect Review Addition and Subtraction Engage 2A Addition to 100 and 1000 2B Mental addition and subtraction 2C Mentally adding three or four small numbers 2D Mentally adding or subtracting 2-digit numbers 2E Adding or subtracting multiples of 10, 100, 1000 2F Adding pairs of 3-digit numbers 2G Subtracting 2-digit and 3-digit numbers Connect Review 4 7 21 2 23 24 32 36 40 43 41 53 Unit 3 Unit Unit Multiplication Engage 3A Multiplication tables and multiples 3B Multiplying 2-digit numbers 3C Changing the order of multiplying numbers 3D Multiplying and dividing 3-digit numbers by 10 3E Doubling and halving Connect Review Division Engage 4A Dividing 2-digit numbers by a single-digit number 4B Rounding answers up or down AC Multiplication and division as inverse operations AD Ratio and proportion Connect Review Fractions Engage BA Ordering and comparing fractions 5B Equivalent fractions BC Using equivalence to order fractions 5D Mixed numbers Connect Review 55 56 60 65 67 70 73 14 75 76 8 85 89 3 94 Ss 96 100 105 109 113 15 siu@quogUnit 6 Unit Unit Decimals and Fractions Engage 6A Decimals and tenths 6B Using decimals for tenths and hundredths 6C Equivalent fractions and decimals 6D Finding fractions of shapes and numbers Connect Review Measurement, Area and Perimeter Engage 7A Estimating, measuring and recording length 7B Estimating, measuring and recording mass 7 Estimating, measuring and recording capacity 7D Using and reading scales 7E Drawing rectangles and calculating perimeters 7F Finding areas of rectangles Connect Review Time Engage 8A Telling the time 8B Timetables and calendars 8C Measuring time intervals Connect Review 7 Is 122 153 154 160 162 167 172 75 176 Unit 9 Unit 10 Unit Shape and Geometry Engage 9A 2D shapes and classifying polygons 9B 3D shapes 9C Line symmetry 9D 2D nets of 3D shapes Connect Review Position and Movement Engage 10A Measuring angles 10B Giving directions to follow a path 10C€ Coordinates of a square on a grid Connect Review Handling Data Engage 11A Collecting, presenting and interpreting data 11B Comparing scales with different intervals LIC Using Venn diagrams and Carroll diagrams Connect Review Glossary 78 182 186 190 192 194 5, 196 199 201 207 208 209 210 214 219 223 225 226For best marking, we advise that: e all numbers must be input as digits all results must include a unit of measure, if required. They will be marked incorrect if it is not part of the answer, e.g. 16cm e drawings are created with the use of a stylus pen, where possible e aslash (/) rather than division symbol (+) is used, where applicable.Number and Place Value ae ie : Tr \ iThe place or position of a digit in a number tells you its size or value. Look at the number 2374: The 2 has a value of 2000 — there are2 thousands. Th H T y — The4hasavalue of 4 units. : | 237 4 The 3 has a value of 300 - , The 7 has a value of 70 - there there are 3 hundreds. are 7 tens, which is seventy. We read this number as two thousand three hundred and seventy-four. When one of the places has no value we use a zero as a placeholder. For example: In the number 3045 the zero shows that there are no hundreds. We read this number as three thousand and forty-five. |. Write these numbers in figures. The first one has been done for you. a) Four thousand six hundred and thirty-four “634 b) Six thousand one hundred and fifty-seven ©) One thousand three hundred and twenty-two 4d) Five thousand four hundred and ninety-five e) Two thousand eight hundred and forty-nine 4) Three thousand and sixty-nine 3) g) Eight thousand three hundred and two —___ h) Nine thousand and five2. Write these numbers in words. The first one has been done for you. a) 7164 Seven thousand one hundred and sixty-nine b) 4372 ©) 6723 d) 9821 e) 3097 f) 2409 g) 1560 h) 5004 w . Look at these digits and answer the questions: 5 a) What is the largest number that you can make with all four digits? b) What is the largest even number that you can make with all four digits? ©) Using all four digits, make the smallest number possible: 4d) Using all four digits, make the smallest even number possible: * Check your answers with a partner. - . When you know the value of the digits you can partition number. anyen aoeig pue Jaquiny, 0 + 100 +30 +5 For example: 2135 Complete these number statements: a) 3621 = 3000 + +20+1b) 8516 = +500+10+6 ©) 4259 = 4000 + +5044 d) 1857 = 1000 + + +7 e) 6382 = + 300 + +2 f) W724 = ha +70 + g) 7813 = + + + 5. Partition these numbers: a) 1526 = b) 4837 = ©) 3054 = d) 7303 = e) 6007 = . #) 8070 =5632 The underlined digit in this number is 5 thousands. Write down the value of the digit that is underlined. Place the number on the number line. 4268 0) 4268 < t i 4000 5000 b) 3279 =< > 3000 4000 9 6205 ~< > 6000 7000 z z d) 2541 ~< > B 2000 3000 2 ©) 7043 < 70002. Work with a partner. Look at these numbers: 40 300 70 2 100 8 90 7 800 Make four different 3-digit numbers. (For example, I can make 300 + 90 + 7 = 397.) Place them on this number line. 397 ° 1000 Round your numbers to the nearest 10. is 409 __ rounded to the nearest 10. is ___ rounded to the nearest 10. is ___ rounded to the nearest 10. is _____ rounded to the nearest 10. is ________ rounded to the nearest 10. 3. Work with a partner. Look at these numbers: 2000 60 300 4 80 7 500 3 8000 50 5 5000 Make four different 4-digit numbers. (For example, I can make 2000 + 500 + 60 + 7 = 2567.) 2567 =< t Thine 0 10000 Round your numbers to the nearest 100. —267___is __2600__ rounded to the nearest 100. is ____ rounded to the nearest 100. ——____is _______ rounded to the nearest 100. —____ is _________ rounded to the nearest 100. is__________ rounded to the nearest 100.You can use place value to count on and count back in ones, tens, hundreds and thousands. | For example: 5642 a 6751 1. Complete these steps: a) 2574 “0, yt. by 489225 1100, 1000, +100 , ¢) 7198 2+ Sey ay, ay, qe SSS eS See e) loqg 1 , ae, wee, ey 2. Look at the numbers in the middle column of this table. * Count on and back to complete both sides of the grid. The first row shows an example. 3261 4075 2189 ‘anyea aoejq pur TeqUINN, TU 79093. Use these number cards: a) Make as many pairs of 4-digit numbers as you can that have a difference of 100. b) Now make pairs of 4-digit numbers with a difference of 1000.1. A number adventure! Work with a partner. * Choose a 3-digit number. * Use a whiteboard each. * Take your number on this adventure: Add 2000 Take away 2 Add 200 Take away 10 Check with your partner. Did you both reach the same final number? * Write your own number adventure using a 4-digit number. * Give your number adventure to your partner to test it. Try to make sure that you change each digit in your adventure. 2. Here are some computer games scores. Work out the difference between the start score and the new score. st 4560 4660 2413 3113 7521 9521 1304 1349 3189 4284 8732 8738 5689 6089 anyen aoeig pue Jaquiny,In a decimal fraction the decimal point separates the whole number from the fraction. The first place after the point is for tenths. 0 Ol 02 03 04 OS 06 O77 O8 04 1 |. What part of each fraction is shaded? * Write your answers as a fraction and a decimal fraction. | (OP coo a,© & 2. Which decimal fraction is equal to a half? 3. Write each group of numbers in order, from smallest to largest. a) 4, 0.3, seven-tenths b) 0.9, a half, three-tenths ©) six-tenths, |, 0.8 D) 7p 05 e) 2, 1.4, one anda half f) 3.8,4.2,4 g) four and three-tenths, 4.5, 3-3. 4, Look at the number line. Write the number at each arrow in decimal form. oO | 15 2 3 Ei i 2 5 é1. Look at the number line. 0 I 2 3 4 afer EE EEE EE Ef * Use arrows to place these numbers on the number line: a) 1.6 d) 2.2 b) 3.4 e) 3.8 ¢) 0.3 f) 1.4 * Add two more numbers of your own. (B) 2. Use a calculator. Remember! You can enter decimal fractions into a calculator. Key in ‘I’. The calculator shows 0.1, a tenth. When you enter ‘+ 100 =’, the calculator adds 100 to the number on the screen Each time you press ‘=" the calculator repeats that operation, adding another 100. * You can enter a start number into your calculator. * You can then estimate how many times you need to press * after keying in the operator, to reach the final number. * You can then use your calculator to check your estimate. on For example 70 +10 6 6* Enter each start number from this table into your calculator. * Look at the final number. How many times do you think you need to press ‘=" after keying in the operation to reach the final number? * Record your estimate. * Use the calculator to check your estimate. * Record the actual number of presses required. 0.1 0.4 +0.1 08 1.6 +01 4045, 9045, +1000 582 632 +10 2541 3141 +100 178.7 79.7 +01 3102 8102 +1000 198.8 200.9 +0.1 ‘anyea aoejq pur TeqUINN,Look at this subtraction: 79-198 Step 2 479 — 200 is 274, then add 2. My answer is 281. Tcan change the sum to 479 - 200 and then adjust by adding 2. * Try these calculations using a similar method. ) 632-297 = b) 854-199 = 0 617-398 = @) 501 ~ 202 = e) 962 - 403 = ) 720-302 = ow 2. Explain to o partner how to do this calculation: a) 469 + 203 == Now try these: b) 278 + 304 = ©) 819 + 203 = d) 568 + 404 = e) 109 + 602 = 3. Look at this addition: 498 + 4 = 502 My answer is 502. 498 + 2 makes 500 * Do these calculations in the same way. a) 397 +5= b) 796 +7= i a z ) 2395+8= 8 5 5 d) 5794 + ) 8098 + 7=1. Calculate the missing numbers: a) 497 + ___ = 504 b) 2199 + ___ = 2206 ©) 6397 +___ = 6403 d) 2098 +__ = 2107 ) 3399 +_ = 3405 2. Here are some distances travelled by mini-buses: 498km 7099km 3499.5km_ 169.2km 398km = 3500km 5799km 3298.7km q) Starting with the smallest, rewrite the distances in increasing order: The next day all the mini-buses make the same journey of I94km b) Write the total distance that each mini-bus has now travelled:A number sequence is c sequence of numbers that follow a numerical rule. Here are some examples: 2, 4, 6, 8,10, 12,... To find the next number, the rule is ‘add 2’. 50, 45, 40, 35,... To find the next number, the rule is ‘subtract 5’. 1. You can write missing numbers in a number sequence. For example: |3: * Look at these sequences. * Write in the missing numbers. a) 702,704,____, 708, _____|_ 712 b) 255, 260,265, 275, ©) 345,347, _ 8B, d) 123, 132, 141, e) 3.2, 34, 3.6,__,__ 42, 2. Here are the rules for some sequences. The first term in each sequence is |. z * Write the next four terms. 2 For example: The rule is ‘add 3’. {, 4, 7, 10, 18 a 5 @) The rule is ‘add too’, |,» 4 b) The rule is ‘add 2000". he @) Thesuleis‘add 0.5% | tj d) The rule is ‘subtract 0.I", |, —_____, _______,_______,3. © +Write the next four numbers in each sequence. * Explain the rule. For example: 1450, 2450, 3450, 4450, 5450, 6450, 7450 The rule is add 1000. a) 562, 572, 582, The rule is b) 6409, 6309, 6209, —____,_______, The rule is ¢) 6213, 5213, 5213, The rule is d) 0.3, 0.6, 0.9, The rule is e) 5.0, 4.8, 4.6, The rule is In the sequences in questions I-3 the rules used addition or subtraction. You can use different operations for the rule of a sequence. For exampl 4. Look at these sequences. * Write the next three numbers. oe a) 1, 2,4, 8, —___, 'b) 100000, 10000, 1000, <) 8000, 4000, 2000, —___,______,|. Write the first four terms for four sequences of your own. Explain the rule for each sequence. The rule is: _—— The rule is: b) | ——, ——____, —____, The rule is: 6 ——— — The rule is: é a d) | ——,. —__.. ——____., —____, a 5 * Ask a friend to write the next terms of your sequences in the table. + Check your partner's rules.2. Here are some difficult sequences. Work with a partner. * Find the next three terms and the rule for these sequences. For example: |, 2, 5, The rule is: x 3—1 o) 1,3,7,15, The rule is: b) I, 4, 10, 22, The rule is: 2:54.42) The rule is: i 2S, Oe eS The rule is: The last two sequences have special name:The River Nile is the Longest river in the world from its source to its delta on the Mediterranean Sea. The River Amazon is the world’s biggest river measured by the amount of water that flows down it. On average, about 20 swimming pools’ worth of water flows out of the mouth of the Amazon every second. The River Nile Aerial view of the Amazon Delta It’s your turnt * Research some rivers. * Find ten of the world’s longest rivers. They must be more than 1000 km long! * For each river, find: q) the length in kilometres b) the countries or continent that the river flows through ¢) an interesting numerical fact about the river. * Now order your rivers. Start with the longest. * Present your findings in an interesting way. * Talk to your teacher about your ideas. anyen aoe* Write six different 4-digit numbers, between 3000 and 5000. Do not use more than one zero in each number. Choose three odd numbers and three even numbers. * Write your numbers in order from smallest to largest: Smallest rd Largest * Now mark your numbers on the blank number line as accurately as you can: + >> 3000 5000 * Choose two of your numbers to start number sequences. * For each number, write the first five terms and explain the rule for your sequences: The rule is The rule is * Write a calculation using each of the other four numbers. Use what you have learned in this Unit. For example: adding or subtracting units, tens, hundreds or thousands, or partitioning one of your numbers. ts 2 +2 Addition and Subtraction Every day we add up numbers. When do we need to do this?To reach 100 from a 2-digit number, you: * use your knowledge of number bonds to 10 * find the next 10 * add the number of tens you need. For example: 43 +40 57 + 43 = 100 <4 + + > 57 60 100 |. Use a number line to record the steps to reach 100. a) 24 ~< > 24 100 b) 63 < > 63 100 9 87 ~< > 87 100 d) 14 <4 > 9 100 e) 32 <4 > 32 100 ) 5 < > 51 1002. How many different woys can you make 1000 using these numbers? You can use « number more than once. You can use two, three or four numbers in an addition. 50 100 150 200 250 300 350 400 450 500 550 600 650 700 750 800 850 400 50 For example: 100 + 900 = 1000 250 + 250 + 250 + 250 = 1000 3. Look at these ice creams and ice-lollies. Can you see how much they cost? You pay with a dollar bill, How much change do you get? V9 oR tae Cost Tac 42c 67c 18¢ 36c 5q¢ 83c 2Ic Change|. These pairs of cards make 100. * Write the missing numbers on the blank cards. 0) | 54 46 b) | 73 o [35 d) |28 e) | 76 f) |69 g) | 82 h) | 47 2. Eight cars depart on a 1000km journey. This is how far they all travelled in one day: How far does each car still have to go to reach 1000 km? a) Car | travelled 250km. Distance still to go is ___ km b) Car 2 travelled 450km. Distance still to go is __km ¢) Car 3 travelled 300km. Distance still to go is __km d) Car 4 travelled 650km. Distance still to go is km e) Car 5 travelled 550km. Distance still to. go is __ km f) Car 6 travelled 350km. Distance still to go is __km g) Car 7 travelled 700km. Distance still to go is km Ask a partner to check your answers.3. Work with a partner. You need a coloured pencil each and two dice. + Take turns to roll the dice * Use the scores to make a 2-digit number. You can decide which order to use the digits. * Work out a number pair that makes 100. * Colour this number on the 100 square. If both possible numbers are already coloured, miss a go. t]2;/3}4]5]/e6]7]8]4] 10 MW} 2 | 13) 14] 15 | 16) 17 | 18 | 19 | 20 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 30 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 41 | 42 | 43 44) 45 | 46 47 48 49) 50 51/52/53) 54| 55 | 56 | 57| 58 | 54) 60 6! | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 64 | 70 7 | 72 | 73 | 74| 75 | 76 | 77 | 78 | 79 | 80 81 | 82| 83/84/85 | 86 87/88 84/40 ie ete cial qi | 92} 43/94/95 | 496 97/48 94 | 100 For example: You throw a 2 anda 5. You can choose 25 or 52. For 25 you shade 75. For 52 you shade 48. Who has the most coloured squares at the end of the game? uopoengns pue uopIppy Is it possible to roll every number? + Explain your answer:To add 4, add 10 then take away |. For example: 246 + 4 = 255 (Think 246 + 10 = 256, then 256 ~ | = 255) * Complete this table: +4 a) 246 255 b) 572 2 838 a) 153 e) 625 i) 4a7 9) 364 h) 789 To take away II, take away 10 then take away | For example: 627 - Il = 616 (Think 627 — 10 = 617, then 617 —| = 616) | * Complete this table: ) 627 616 b) 355, a 784 @ 462 e) 274 f) 848 g) ia h) 533,3. Work out these additions. it tl 31 4a 51 24 646 483 738 4, Use a number line to take away 94 from these numbers. ) 165 =< f—> b) 509 < fo» 9 237 ~ +> ) 672 < — 5. Use a number line to add 01 to these numbers. a) 374 ~ > b) 824 ~< > ©) 653 « > d) 405 < >|. Work with a partner. + Write six different 3-digit numbers. + One person adds 199 to each number. * The other person adds 201 to each number. * Record your answers in this table. Compare your answers. What do you notice? 2. What is an easy way to do these calculations? Talk to your partner. * Write the steps of each calculation: For example: to take away 8, the calculation is ~ 10 + 2 7 Fa Teseacte 13, tte eal cL ly Sat et eed ee Hd Pe b) To add 49, the calculation is ©) Toadd 197, the caleulationis = d) To take away 302, the calculation is J©) 3. Work out the calculations and complete this table. ‘© One of you should use a calculator. * The other should do the calculations mentally. + Look at the + and ~ signs carefully. 345 483 538 ‘* Now compare your answers with your partner's. Work out the calculations and complete this table. * One of you should do the calculations mentally. ‘Swap roles from question 3. * The other should use a calculator. * Look at the + and - signs carefully. 463 27 | | | a | | | * Now compare your answers with your partner's 5. Do you prefer using a calculator or @ mental method? Why? I prefer because* Choose one number from each box to add together to make 20. Cross out the numbers as you use them. Itis possible ~ but challenging - to use all the numbers! + Write your calculations here: 2. The sum of the numbers in c magic square has the same total in every horizontal, vertical and diagonal line. a Horizontal line Vertical line Diagonal tinePut these numbers into the square so that the total in every horizontal, vertical and diagonal line is 150. 10 20 30 40 50 «60 70 80 90 3. Work with a partner. Use a set of tens cards: One of you picks three cards. + Both write the numbers in the table. ‘Add the three numbers. * Check that you and your partner have the same answer. * Complete the table, taking turns to pick the numbers.1. How many different ways can you make the number I8 by adding three single-digit numbers? * Look at your number sentences. * Underline pairs of numbers that add up to 10. For example, using I, 4 and 8: 1+4+8-18 + Compare your answers with another student. Did you both find all the possible om —_ 2. Add these numbers mentally. Use pairs that make 10 or 20 to help you. For example, adding 3, 8 and I7: 3+17=20 20+8=28 3+8+17=28 a) 15, 2,5,9 b) 8,7, 4,2 ©) 6.4.14 d) 4,9, 11 e) 8,9,5,3 f) 9,3,7.4 9) 8,7, 12,33. Use three of these numbers. a 6 4q 6 16 7 13 2 ui 4 18 5 Add them to make a total of less than 25. For example: 7 + 13 + 2 = 22 How many additions can you write in 5 minutes? Try to be systematic. Can you write 20 additions?|. Add 56 to these numbers: You may want to partition 56. 56 =50+6 | Add the 50 and then add the 6 to reach the answer. 0) 45 +56 = b) 67+56= oO) 82+56= d) 34+56= N .. Add 68 to these numbers: You may want to partition 68. 68 = 60+8 Add the 60 and then add the 8 to reach the answer. a) 37 + 68 = b) 76 + 68 = 8 ) 29+ 68= d) 95 + 68 =3. Use a number line method to complete these number sentences. For example: To work out 74 — 28, count on from 28 to 74. 42 +40 +4 46 al > \ ro <— T T > 28 30 70 1 0) 65-27 ~ > b) 80-43 ~< > 0 74-35 ~~ > a) 82 - 46 <4 > 4, Each brick is the sum of the two bricks that it stands on. + Write the missing numbers: 9 d)L. * Choose a number from each circle + Use your numbers to write and solve an addition number sentence. + Use your numbers to write and solve a subtraction number sentence * Choose two different numbers. * Repeat the above. * Continue until you have used all the numbers. a R53 a 76 A al 64 95 98 18 45 2. Work with a partner. Use number cards. * Make a pair of two-digit numbers. Find: @) the sum of the two numbers oo b) the difference of the two numbers ©) the sum of answer a) and answer b) d) half of answer ¢).* First complete this example for number cards 4, 5, 7 and 6. Pair of 2-digit numbers: 45 and 76 a) 45 + 76 = b) 76 - 45 = ° d) * Now you try: + Compare your answers with your partner. What do you notice? + Try more pairs of numbers: Is the result the same every time?|. Complete these sets of calculations. Say the numbers quietly to yourself as you complete the list. a) /16-5=_______| 160-50 = 1600 - 500 = b)|8 +23 =___ | 80 + 230 = 800 + 2300 = 0 |34-6= —_-—__ = —_-__ = qd)7+19= + = + = 2) |4447= + + - f) |53-4= ——_--__= ae g)|3+68=___ + = ae = h) | 85+7= + a =2. Solve these calculations, starting each one with the number in the blue shape. For example: 5600 + 170 = 570. The total of two numbers is less How many number sentences can than 300. you write that fit these three facts? The difference is 60. For example: !40 + 30 = 220 The is Itiple of 10. e answer is a multiple ew . Design your own hexagon number puzzle: * Write a 4-digit multiple of 100 in the blue hexagon. + Write additions or subtractions of multiples of 10 and 100 in the middle hexagon. * Work out the calculations. * Write your answers in the outer hexagon. * Check your solutions with another student.Remember: Think about the numbers and what you are doing! Estimate your answer first. 1. Look at this table with the costs of different coloured bikes. G do Go oe GS Go $179 $214 $158 $259 $182 $237 A red bike costs $179. A blue bike costs $ 182 Ared bike and a blue bike cost 179 So, a red bike and a blue bike cost $ Now find the cost of: a) agreen bike and a yellow bike b) a black bike and a red bike uopoengns pue uopIppy©) awhite bike and a blue bike g) the two most expensive bikes. 2. Add these pairs of 3-digit numbers. Decide the method to use for each calculation. d) two red bikes You can do two of the calculations mentally. ) 432 + 541 ¢) a white bike and a green bike b) 278 + 175 ©) 349 + 264 d) 337 + 198 e) 526 + 364 ) the two cheapest bikes #) 189 + 427 « g) 302 + 519 h) 154 + 457Work with a partner, Use these numbers: Show your working, Find two numbers with: 428 236 127 509 105 347 261 129 366 487 318 273 a) the largest even total b) the smallest odd total ©) the total closest to 500 Make up and solve two challenges of your own. Find the solutions. Ask another pair to solve your challenges! d) e) uopoendns pue uoRIppy2. Work with a partner. Roll three dice to give three different digits. Use the numbers to make all the possible 3-digit numbers. Write your 3-digit numbers in the blue circle. Roll the dice again. Use the new numbers to make all the possible 3-digit numbers. Write these 3-digit numbers in the red circle. Use one number from the red circle and one number from the blue circle to work out: a) the largest even total b) the smallest odd total ¢) the total closest to 500. Make up and solve two challenges of your own. d) e) Ask another pair to solve your challenges!Iknow 147 + 138 = 285 so [also know that: (3B + M7 = 285, 285 - 147 = 18. 285 - (38 = 147 * Write three more number sentences for each of these: a) 243 + 649 = 892 b) 700 - 278 = 422 ©) 329 + 495 = 824 2. Eight friends have 850c each. Each friend buys a different chocolate bar at the price shown. How much money does each person have left? Use counting on or a number line method. uopoendns pue uoRIppy a) 135¢ b) 27Ic©) 35 4d) 401 e) 52h f) 646c g) 518¢ h) 234 3. Here are the heights of seven hills in metres: a76m 762m 637m 535m sate A 217m i a) Work out the difference in b) Repeat for a different pair 8 height between two of the hills. of hills.Ist plone 2nd plane 3rd plane 4th plane Capacity _| 269 seats 172 seats 1I4 seats 345 seats Here are the numbers of seats sold for the Saturday and Sunday flights: How many seots are left for the Saturday and Sunday flights? * Choose a method to use. * Complete the table. = Show your working: uopoengns pue uopIppy2. Solve these three subtraction calculations. Choose which method to use. a) 352-176 = b) $241 - $156 = ©) 720 kg ~ 352kg = 3, Make up a story to fit the numbers for each number sentence in question 2. cS) b) _iThis map shows the positions of five cities in England: This chart gives information about the direct distances and travel times between these cities: Norwich to Oxford 272 3 35 Norwich to Leicester 190 2 40 Norwich to London 190 2 40 Norwich to Cambridge 105 I 25 London to Leicester 167 2 20 London to Oxford 100 I 25 London to Cambridge 100 I 25 Leicester to Oxford 122 1 40 Leicester to Cambridge 7 \ 35 Cambridge to Oxford 166 [2 5 Imagine you want to travel to more than two cities. For example: You want to go from Norwich to Cambridge and then to Oxford. Or you want to go from London to Oxford and then to Leicester. z = 2 a a g = 2 g* Write some journeys like these involving three or four cities: 2. 3. 4. * Use your journeys to answer these questions: a) What is the total distance of your journey in kilometres? b) How many minutes long is your journey? ©) How much longer (in time) is your journey than a direct journey from the start city to the end city? A final challenge! (Ask your teacher if you can use a calculator.). Can you find the shortest route (in distance) to visit all five cities? a Can you find the longest route (in distance) to visit all five cities?Monday 323 3230 1432 Tuesday 415 4150 2487 Wednesday 484 4890 2356 Thursday 623 6230 3704 @) How many tickets were sold altogether on Monday and Tuesday? b) Which day were the most tickets sold? ¢) How much does a ticket cost? d) How much more money was spent on snacks on Wednesday than on Monday? uopoenqns pue ux‘= Use the information in the table. = Make up five more addition and subtraction questions. e) 9 h)3 Multiplication I see lots of images. The picture repeats itself\ 2 3 4 5 6 7 8 q 10 u 12 1B 14 15 16 7 18 q 20 a | 22 | 23 | 28 | 25 | 26 | 27 | 28 | 24 | 30 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 34 | 40 4 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 s| | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 5a | 60 61 | 62 | 6 | 6 | 6 | 6 67 | 68 | 64 | 70 a | 72 | 73 | 4 | 75 | 7 | 77 | 78 | 74 | 80 si | 82 | 83 | 84 | 85 | 86 87 | 88 | 84 | 40 a | a2) 4 | a | 95 | 96) 97 | 98 | 9a l00 Colour the multiples of 2 in yellow. Write a description of the pattern Here are some useful words: column, vertical, alternate, even. On the same square, colour the multiples of 4 in green. Can you see a new pattern? Describe the new pattern. Now count and circle the multiples of 8 in red. Describe this pattern.2. The multiples of 3, 6 and 4 give a new family of patterns. | 2 3 4 5 6 7 8 4 10 I 12 13 \4 IS 16 7 18 19 20 2I 22 23 24 25 26 27 23 24 30 31 32 33 34 35 36 7 38 34 40 41 42 43 44 45 46 47 48 44 50 SI 52 53 54 55 56 57 58 54 60 61 62 63 64 65 66 67 68 69 70 7 T2 73 14 & 76 77 78 74 80 8I 82 83 84 85 86 87 88 8d 90 4 q2 93 94 95 96 7 93 qq 100 Colour multiples of 3 in green, multiples of 6 in yellow and circle multiples of 4 in purple. Describe the patterns you can see for multiples of 3, 6 and 4. Useful words are: diagonal, attemate, left, right, sloping voneondainn|. Complete these multiplications: d) a multiple of 10 and 4 eGo ) a multiple of and 5 bS5xge_ f) a multiple of 4.and4 9 8x0=_ g) a multiple of 3 and 10 @4x3=_ h) a multiple of 6 and 5 e) 4x7 =__ 4. Read these statements. fis Are they true or false? g) 2x4 = —____ * Circle the correct answer. h) 8x 8 =_—___ All multiples of 10. are True/False also multiples of 5. 2. Write the missing numbers: ioe 1, All multiples of 4are True/False nl also muttiples of 3. is 4 ——— 88 All multiples of 6are True/False 9. —_x4=3 also multiples of 3. 8x =2%4 All multiples of 4are —True/False tae Lor even numbers. dj eels ‘All multiples of 3are —_True/False cto etaeed odd numbers. —______ x10 =40 2 All multiples of 10 have True/False h) 2x —_=|4 0 as the units digit. 3. Find the smallest number that is: 24 is a multiple of True/False a) a multiple of 2 and3 Becnde! 30 is a multiple of True/False b) amultiple of 3and5 __ Fs ch) ) amultiple of 4and5 ___5. Use the digits in this box, and as many Os as you like to make multiples of: 05 b) 10. ¢) 100. You should find at least five multiples in each line. Include 3-digit numbers in your answers. 6. Add three numbers to each section of these Venn diagrams: — 7. The multiples of 4 are 4, 8, 12, 16, 20, 24, 28, 32, 36, 40 The digits in the units position are: 4, 8, 2, 6. 0, 4 8 2, 6, 0... Can you see a pattern? Do you think this pattern will continue? * Test the next few numbers. uopeontcniN, What happens when you try other multiple tables?This calculation uses partitioning and recombining: 32 X4= (80x 4) + (2x4) = 12048 = 18 Partition the 2-digit number to calculate each answer: a) 56 X3=( x d+¢ x = - = b) 44x5=( x y+¢ x )= + = o) 28x6=( x y+¢ x = te St d) 53x 4 =( x Det x = fF =__ e) 87 xX2=( x y+ se fe a f) 34x 6=( x pee x d= os =—__ g) 2x 3=( x y+( x = + This calculation uses the grid method to show Use the grid method to work out these multiplications. the answer to 6 x 47: a)4x 58 40 x 240 + 42 = 282 4 Answer: 6 x 47 = 282 Answer: 4 x 58 =b) 3 x 85 a) 4x35 | : a S + = Answer: 3 x 85 = Answer: 9 x 35 = od) 5x 64 e) 6x73 =” : 2 = + = Answer: 5 x 64 = —__ Answer: 6 x 73 = 3. | Orange juice Can of cola Lemon squash Lemonade Ped 45¢ 57 Pineapple juice Bottle of Blackcurrant Lime juice sparkling water squosh 76c 68c 54c 349c* Calculate the cost of these orders in the café. * Use a method of your choice. 0) 6 glasses of orange juice b) 5 cans of coke ©) 7 glasses of lemon squash 4d) 4 glasses of lemonade €) 3 glasses of pineapple juice 4) 8 bottles of sparkling water 4) 4 glasses of blackcurrant squash 8 h) 2 glasses of lime juiceiets A e @ Triangle Square Pentagon Hexagon O © © Heptagon Octagon Nonagon Decagon A zoo wants to build new enclosures of different shapes for the animals. How many sides does each enclosure have? * Write your answer in the third column of the table. uopeontcniN, How much fencing do they need to buy? * Write your answer in the fourth column of the table. The fencing costs $10 a metre. How much does fencing cost for each enclosure? * Write your answer in the final column on the table.| Equilateral triangle 37m Square 67m Pentagon 56m Hexagon 44m Heptagon 43m Octagon 36m Nonagon 27m Decagon lam 2. © Use the digits in this box: TUXU= + Make up ten multiplication sums of the typeb) 60 This array shows 24 as 3 x 8: eoeeececoe 9 100 @eeeeeeeese eoveeooe 3. Draw arrays for Il and 17. * Draw as many different arrays as you can for 24: 4. 2. Make up four different multiplications with the answer: 0) 36 them by doubling (x2): For example: ) 27 X 4 becomes __ x 2= __ b) 13 x 6 becomes _ x 2 = ©) 62 x 4 becomes __ x 2 = d) 24 x 6 becomes 16 x 4 becomes 32 x 2 = 64 Change these calculations to solve E : x2=|. Complete these multiplications in two ways. * Underline the numbers that you multiplied first. a) 5x3x2 x —___= SxaKee ye b) 10x 4x 3 =__x____= Baéxs =e $4255 =F 245 =< ee ———— 207 Gm dy e) 5xXI0X4—=_ ke 5x10 4 f) 4x6x3= x = axexe eg Did you find one way easier? For each one, tick \~~ the way you found easier or quicker. 2. Find one or more ways to write these multiplications and solve them. a)8x5xX4=___ od 4x6xK3= oe b)ax6x5=_—__ d)2x8x5x3=|. Work with a partner. Take turns to use the calculator. When you use the calculator, key in the whole calculation. For example: ‘341 x 10 Then copy the answer from the screen. When you do the sum mentally, write the answer as soon as you have worked it out. x10 I did these using a calculator (my partner did them mentally) Idid these mentally (my partner used the calculator) 341 532 612 764 492 351 639 278 Which method do you find quicker? uopeoricnirun,2. What do you think the answer to the multiplication 23 * 10 is? What do you think that answer is multiplied by 10? + Try these multiplications on the calculator. Were you correct? 23 x 10 = x10 * Try the some calculations with 2-digit and 3-digit numbers of your choice. Write your answers:When you multiply by ten each digit becomes 10 times bigger. The units become tens. The tens become hundreds. The hundreds become thousands. For example: 456 x 10 = 4560 |. Complete these: a) 234 x10 = d) 962 x 10 = b) x 1o= e) 743 x 10 = ) 507 x10 =__ f) 608 x 10 = When you divide by ten each digit becomes 10 times smaller. The thousands become hundreds. The hundreds become tens. The tens become units. For example: 1570 + 10 = 157 2. Complete these: 40+10=-___ : = a) 340 e) 250 +10= 5 B) 540% 10 #) 730 10 = é 650 =10=__ g) 840 +10 i d) 410 = 10 = 5, How mony cenisiare there in theseiantounts of dollars? oO a) $17 —___ d) $61 b) $42 —____ e) $34 $97Remember: doubling is the same as multiplying by 2. For example: 1. Double these numbers by doubling the tens, 260 416 = doubling the units, then combining. eee a) Double 43 e) Double 55 b) Double 1 #) Double 73 ¢) Double 26 g) Double 64 d) Double 37 2. Halve these numbers by halving the tens, halving the units, then combining. q) Halve 64 —___ e) Halve 54 b) Halve 36 —__ f) Halve 84 ©) Halve 72 g) Halve 76 d) Halve 44 h) Halve 42 3. Shoes Slippers Trainers Sandals Boots $56 $42 $65 $24 $48 * Write the cost of two pairs of How much is half the cost of each each type of shoe: type of shoe? Shoes Shoes Slippers Slippers Trainers Trainers Sandals Sandals Boots Boots4. Fillin this table. The first three rows are done for you. 120 240 480, 1200 2400 4800 46 460 4600 28 280 2800 34 340 3400 5. Use doubling facts to help calculate these sums that are near-doubles: a) Double 42 = ______ 42+43= b) Double 28 = ______ 28+29= c) Double 47 = _______ 47+ 46= d) Double 36 = ____ 36 + 37 = e) Double 19 =_______ += f) Double 58 = _______ 58+ 59= i |Journey length: Dubai-Muscat 450 km Return journey length: Dubai-Muscat-Dubai 400km = Complete the return journey length for these flights: 340km 180km 420km 270km 490km 360km Choose 3 journey lengths of your own to calculate: (Use lengths that are multiples of 10.)(Connect) Design an aquarium! * Work with a partner. Red tail botia Zebra Stripe Polka dot botia Yellow tail botia $4 37 $a $5 Red tail zebra Doctor Garra Tiger Botia Dwarf Chain Botia $3 $6 $8 S10 You work at o 200 and are in charge of creating a new aquarium. You have $1000 to spend on fish for the new aquarium * Decide how many of each fish you would like to buy and work out the cost. * Choose a minimum of 10 fish of each type. Choose some of each type of fish. You may want to find more exotic types of fish on the Internet. Use paper for planning. * Make a clear list of your final choices, showing the number and cost for each species. uopeontcniN,* Write an example for each of these. * Give your questions to a friend to answer. * Mark your friend’s answers and correct any errors. Write a question involving doubling a 2-digit number: Write a TU X U multiplication that you solve using the grid method: Write a question in which you divide a multiple of 100 by 100: Write a question involving halving a 3-digit number that is a multiple of 10: Write a multiplication that you solve by partitioning and recombining: Write o multiplication in which you multiply three single-digit numbers: om” Explain how you can solve a x 8 multiplication by doubling:g S|. Investigating remainders! * Complete this table. Some examples are done for you. Can you see any patterns? What is the largest remainder that you can have when you: + divide by 4? * divide by 6? * divide by 4? 2. Choose one number from each box. + Write a division calculation with your two numbers. * Work out the answer in three jumps or fewer. 6 * Use a blank number line and knowledge of times tables to help you.@) I choose: My division is: My working: ooo 0 My answer is: b) I choose: My division is: My working: ~ ~ 0 My answer is: ©) I choose: My division is: My working: ~ > O My answer is:3. When we use ‘chunking’, we write the calculation vertically. For example: What is 93 + 6? Ineed to write the numbers 93 = 60 + 33 down very carefully so I don’t 93 get confused. - 60 lox6 3 -30 5x 6 Oo 3 r3 ES 93+ 6 +1563 * Use the ‘chunking’ method to solve these calculations: 70+6 61+4 8454Answer these questions. * Use a method of your choice. + Do your working on paper. * Then write your final answer in a sentence. ) There are 5 chocolate biscuits in a pack. You need 80 biscuits for a party. How many packs do you need to buy? Ineed to buy _____ packs of biscuits. b) You have 96 stickers. d) There are 45 chairs You can put 6 stickers on a page. Ipic. hall, The chairs are stored in groups of 5. How many pages can you fill? Icon fill___ pages. How many groups of chairs are there? e) There are 6 eggs in a box. ©) Four children can fit in a canoe. Arcafe-serves How many canoes do you need 102 eggs at breakfast. for 60 children? How many boxes of eggs does the café use? g S Did you notice anything that was the same about all these calculations?2. Choose a 2-digit number from this section of the 100-square: 8i 82 83 84 85 86 87 88 84 90 a 92 93 94 a5 96 7 98 ian 100 * Divide your number by 2, 3, 4, 5. 6, 4 and 10. You can use any method. You may be able to do some mentally. The number I chose was —___ Here are my answers: ; Show your working here: +22 How many of your calculations had a remainder? oo + Use a separate piece of paper to investigate these questions: Can you find a number where every calculation has a remainder? Can you find a number where none of the calculations has a remainder?1. Work together to write and solve division problems where you need to. round up the answer. * Use these in your questions: @) people and cars b) your own idea 2. Work together to write division problems where you need to round down. the answer. * Use these in your questions: @) eggs and egg boxes b) your own idea3. Discuss these questions with your partner and work out the answers. + Write a sentence explaining what you did with the remainder. @) A ferry can carry 4 cars. How many ferries do you need to take II6 cars across the river? b) You share $34 evenly between 2 children. How much money does each child receive? ©) 80 computers are packed in containers. Each container holds 6 computers. How many full containers are there?|. In this restaurant 6 people can sit at each table. Monday 5 Tuesday n Wednesday B Thursday 67 Friday 82 g :. The restaurant sells the Sea-view Cookbook. One Cookbook costs $4. How many books did the restaurant sell each night? Monday $56 Tuesday $68 Wednesday $48 Thursday $76 Friday 0 Can you suggest a reason why the restaurant did not have any cookbook sales on Friday? Perhaps they didn’t sell any books on Friday because|. Use the numbers and symbols in this box: 2345 6 12 15 I8 20 24 30 os x = * Make os many correct multiplication and division sentences as you can. For example: 2+3=4 3x4=12 You can use the numbers and symbols as many times as you like. You cannot put 2 single-digit numbers together to make a 2-digit number. For example: you can not put 4 and 5 together to make 45. g S2. Make up five division calculations that have a remainder of 2. Challenge yourself. Make them as difficult as you can. oe How do you know that the remainder is 2Here is an example of a division sentence: 2+7=3 Here are three more number sentences using these numbers: 2+3=7 3x7=al 7x3=21 * Write as many multiplication and division sentences as you can with these numbers: OO — — a 54+ = b) 16 = = d) 74+ = uojsiaiaHow many number sentences did you find? Four number sentences is good. More than four is very good. Knowing that you found all the number sentences is excellent. 2. Afriend says: ‘8 +2=4s02+8=4'. * Drow a diagram to explain why this is not true:The heights shown for the animals in these pictures are smaller than in real life. Work out the real size for each animal. Meerkat Gorilla Tiger Sloth [rem [an nr i I2cm This is} real This is 3p real This is real This isfreal height. height. height. height. Real height is Real height is Real height is Real height is Red fox Male lion Armadillo Squirrel acm 8cm PD) af pn, This is} real This is 5 real This is } real This is + real height. height. height height. Real height is Real height is Real height is Real height is Raccoon Rhesus monkey | Brown bear Giant panda - : AP AU oo PRE Be This is + real This is + real This is 45 real This is + real height: height. height. height. Real height is Real height is Real height is Real height isCamel Rabbit Ring-tailed Giraffe lemur locm 5cm @ > AE Fi ie a ih ‘isd real This is ¢ real eee weal This is dy real ergnt. height. This height. height. Real height is Real height is Real height is Real height is Which of these animals is the tallest in real life? Which of these animals is the shortest in real life? Which two pairs of these animals have similar heights in real life? * Write two more questions from this information: * Write two animals whose height you do not know. Find out their heights and fill in the boxes: Picture: Picture: The real height ofa The real height of a 0 is____em is____em, Tneed to divide this by Ineed to divide this by to put a picture in to put a picture in the box. the box.Recipes for one person Here are some recipes for a meal of lentil soup, butter chicken curry and chocolate ice-cream. The recipes are for different numbers of people. * Change each recipe so that the cmounts are correct for one person Spicy Lentil Soup for 2 people Spicy Lentil Soup for I person L onion, chopped 2 large carrots 150g red lentils | litre vegetable stock lime g : cumin, ginger and chilli cumin, ginger and chilli flakes to taste flakes to taste coriander leaves to decorate coriander leaves to decorateButter Chicken Curry for 4 people 200g butter | large onion, chopped 4 teaspoons curry powder 4 chicken breast fillets, cubed 6 fresh tomatoes, peeled and chopped 150 ml tinned tomatoes Butter Chicken Curry for I person Chocolate Ice-cream for 6 people 120g dark chocolate, in pieces 300m milk 40g sugar 3 egg yolks 300ml cream Chocolate Ice-cream for | personThe answer is 6. * Make up 10 different division calculations with this answer. An extra challenge! You must use these words somewhere in your questions: (Hint - Cross each word out as you use it!) share equally owls.-— divide. ~— dollars. quotient pencils dividedby camels. groups remainder each ducks stickers +4 | | | i I 2 :° ° ° CI ae Gwe ° ° } ; oO Oo Cor Gey * Show the division calculations for each of these 2-digit number puzzles. 1. Can you find one or more 2-digit numbers that divide exactly by 2, 5 and 10? N . Can you find one or more 2-digit numbers that divide exactly by 2, 3, 4, 6, 8 and 12? w . Can you find a 2-digit number less than 30 that divides by 2 with remainder |, by 5 with remainder 2 and by 6 with remainder 32 4. Can you find a 2-digit number that divides by 4 with remainder |, by 5 with remainder | and by 6 with remainder I? v . Can you find a 2-digit number that divides by 4 with remainder 3, by 5 with remainder 3 and by 6 with remainder 3? 6. Make up a similar puzzle of your own:Fractions What fractions can you see? When do we use fractions in everyday life? suopoerg|. In this diagram you can see 4 of a whole. The red part is the shaded fraction. The white part is the unshaded fraction. tof the whole is unshaded. * Draw diagrams to illustrate these in a similar woy: @) You can see + of a whole. What fraction is unshaded? is unshaded. b) You can see Z of a whole What fraction is unshaded? _______ is unshaded. ©) You can see & of a whole. What fraction is unshaded? —_______ is unshaded. d) You can see + of a whole. oe What fraction is unshaded? —________ is unshaded.2. | There are 10 cubes in a bag. You take out one cube. What fraction of the cubes is in your hand? This is + of the cubes. What fraction is left in the bag? © are left in the bag. * Make up three more questions like this: a) There are —_____ cubes in a bag. I take out ________ cubes. This is _______ of the cubes __________are left in the bag. b) There are _____ cubes in a bag. I take out ________ cubes. This is ________ of the cubes ____arre left in the bag. ©) There are ___ cubes in a bag, I take out ____ cubes. This is _________ of the cubes _________are left in the bag. 3. You and your friend share a bar of chocolate. The bar of chocolate has 8 pieces. You and your friend eat it all. You eat 2 of the chocolate bar. What fraction does your friend eat? Using eighths, work out all the different ways you can share the chocolate. Write them cleorly: suopoetg Did you include one way where you were very greedy?|. Write a fraction in each space to make the statement true: at< >t o2< <4 a 7> >- 2. Use a ruler to divide these squares into quarters. Make each one a different pattern. Look at this diagram and the number sentence: a) _ae° 4. What fraction of each pizza has been eaten? What fraction is left? + Complete the table. The first has been done as an example. You choose You choose how much | how many is eaten. pieces and how much is eaten. Eoten Eaten Eaten Eaten Eaten 2 . 5 Not eaten Not eaten Not eaten Not eaten Not eaten 2 51. © Fold sheet of paper in half. * Fold again to make eight * Colour. equal pieces. He ‘ighth: 2 > Fold agoin to make four equal Kes ATIC NEHER pieces. How many quarters are . coloured? These are equivalent fractions. 2. Fillin the fractions on the wall. ‘You can see the fractions that are the same size on the fraction wall. 3. Use a set of number cards I-10. * Work with a partner to find pairs of equivalent fractions. I 4 For example: + = # 0 1 retard youd anewers4. Here is part of the 4x table below the Ix table: xt | 2 2 4 5 6 x4 4 8 12 16 20 24 Colour! |Colour2 |Colour3 Colour4 | Colour5 | Colour 6 partout | parts out | parts out parts out | parts out | parts out of 4 of 8 of I2 of 16 of 20 of 24 What do you notice about the fraction coloured in each column? * Write some fractions that are equivalent to ;: 5. Here is part of the 2x table below the Ix table: xi] 1 f2]3f4]s5]e6f7]s8[ 4] x2] 2 | 4|6|s | wo | 2 | w | 6 | w | 2 What do you notice about each pair of numbers? 2 . 5 * Read them as fractions. What do you notice?|. Name each fraction and match equivalent fractions. ‘One has been done for you: > is equivalent to $. NI- ole2. Circle the odd one out. of 4 of 2 of 3 ot io 9 ot al 2 Ulw ol GIN ols Bla Slo NIK NIH Choose a number of cubes to make a shape that is 3 one colour, {another colour. * Sketch your shape. * Write the number of cubes used. Number of cubes used Number of cubes used. Number of cubes used. 2 . 5Can you make a 3, pattern with 10 cubes? What do you notice about the numbers that you have used? Make predictions. Can you make a 2, 4 pattern with these? Circle the correct answer. ) 24 red cubes and 8 yellow cubes ‘Yes/No b) 30 blue cubes and 10 pink cubes Yes/ No ¢) 14 green cubes and 7 red cubes Yes/ No ) 120 white cubes and 40 yellow cubes ‘Yes/No Add two more examples that you can use: e) f)Write the equivalent fractions in the correct place on the number line: Roo wl tn|co leo on|eo euleo ein [2 ealin ne oof lin IN -le ealin Fractions lz Y jo ajo jo 0 x In Ne —|o -IN2. Write at least six fractions in each part of this table: 3. Here is a new fraction wall. Look at it carefully. What fractions does it show? Discuss with your partner. © Fillin all the fractions that you can: * Write pairs of equivalent fractions that you can see on this wall:|. Use this fraction wall to find some fractions between + and 1: 2. Write an equivalent fraction for each of these: y For example: 2 > is less than a) Three-quarters is equal to six-eighths. True / False 6 b) &> a True / False B £ Bla Flew ain I Are these statements true or false? Circle the correct answer. te 3 ©) Fis the same as 3. True / False 33 Dio a) 8 bricks make one tower. How ¢) Now choose your own tower many towers do Ié bricks make? height and draw the result: 2. Here are the ages in years of some groups of friends. Put each group in order from the youngest to the oldest: I 2 Szvers | a5 years e Z BZ years | 1 2 75 years 87 years = s z 81 years at years 3 3 gl < < 5 Years 4 years af years ___.& 1 2 3 73 years ' 77 years 7 - T+ years i 6 2 < 75 years 7 years3. Draw the fraction and mixed number on the number line. Circle the fraction that is closer to |. B andl Band 3 a4-t+++ HH rH} 4+ + 0 i 2 = 5 a) Land 3 ~--t foe ft ft 0 \ 2 0 ' 2 d) Zand it a ar t+ = 0 1 2 8 1 BB ies SooIt takes 4 of an hour to cook a large tray of biscuits. Only one troy can fit in the oven at a time. How many hours does it take to cook these? q) 6 trays of biscuits take b) 4 trays of biscuits take ©) Il trays of biscuits take ) 21 trays of biscuits take e) I7 trays of biscuits take f) 45 trays of biscuits take hours to cook. hours to cook. hours to cook. hours to cook. hours to cook. hours to cook. suopoetg2. At the beginning of the day the bakery has 10 of each type of cake, At the end of the day the baker checks how much of each type of cake is left. * Work out how much of each cake has been sold.How much of each day do you spend at school? How much of each doing homework? day do you spend How much of each day do you spend sleeping? How much of each day do you spend watching television? Sleeping Sleeping Sleeping Sleeping Sleeping Sleeping Sleeping Watching television Travelling to school School School School Playing School School School Playing Homework Watching television | Reading Reading Sleeping Sleeping Sleeping suopoetgThis is how I spend my day on Monday. Ispend 32 of my day sleeping. Tspend & of my day at school-that is the same as +. Use the information from your grids to complete these tables. 1. Choose a weekday 2. Choose a day at the weekend Choose one of the grids and use the information to complete the chart on the right. Use the information from your grids and tables to write four sentences about the way you spend your day. om if 2* Use the pattern of lines to divide the square in different ways. Use the same shape for each of the fractions in one square. Divide into 3. Is there more than one way to do this? MAN Divide into &. Is there more than one way to do this? Divide into 3. OK KDK “IN 2 Use different colours to show ways of dividing the square in half. How many ways can you find? You need to use more lines to divide the square into four quarters (4). What is the smallest number of lines you can use to do this? The quarters must all be the same shape. Draw your final answer in the square on the right: suopoetg6 Decimals and Fractions Engage |My: 123656784 . You need: Set of tenths cards (5. 6> 9" 19° 10° 10" 10" To" To") Set of decimal fraction cards (0.1, 0.2, 0.3, 0.4, 0.5, 0.6, 0.7, 0.8, 0.9, 1.0) i 12345 Set of fifths cards (¢, 2,3 $2) * Spread the cards face down in three piles. * Choose: * two cards from the tenths set * two from the decimal fractions set + one from the fifths set. + Put the numbers in order, from smallest to largest. + Record your order using the less than sign (<): 4 < < < * Repeat with five more cards. * Continue to use all the cards. * Record your ordered numbers here: < < < < 4 2 & < < < < < < «< « 42. Look at these bags of oranges Each customer wants to buy exactly 5kg. * Draw lines to match pairs that total Skg suopioeig pur seunped|. Complete these decimal number sequences. The first one has been done for you. a) 0.6, 0.7, 0.8, __0.4 1:9 ht 1:3" 5 Se 2.3,2.4 NO) ES f) 10.5, 10.4, 10.3, 10.2, —___, ___,__, 2. Look at these four designs for flags. How much of each is coloured yellow? * Write the answer in tenths and as a decimal. One is shown as an example.* Design your own flags. Use two colours. The colours I chose were * Fillin the colours you choose. and Write the first colour in tenths and the second as a decimal fraction of each design. Colour! Colour! Colour! Colour! Fraction Fraction Fraction Fraction Colour? Colour 2 Colour? Colour? Decimal Decimat Decimal Decimal 3. Put these in order, from smallest to largest. ‘suonpera pur sewipeqI. Use this ‘100 cents square’ to help you complete the table: $0.50 || iw [Sle | awe [oe fal | S|- | si al2. You have a bag of money containing dollar notes ($1), quarters (25¢) ‘and cents (I¢). J You can only take 5 coins or notes out of the bag. What different amounts can you make? There are quite a lot of possibilities! ‘suonpera pur sewipeq What is the smallest possible amount? What is the largest possible amount?1. Change these distances from centimetres to metres. example: 125cm ——» |.25m ) 78cm —__» d) 10cm —__~ b) 300m > e) 4cm—_> ©) 432cm > f) 502cm —__> 2. How much is in each purse? * Write your answer in dollars. $1263. Measure these lines using the ruler below. * Record the lengths in millimetres and centimetres. An example is shown. — lamm Laem unig ui gyi ung suonoesg pur spewtseq. Play some fraction and decimal matching games with a set of cards. Try to learn the matching pairs. * Match each decimal equivalent with the correct fraction. The first one has been done for you. Fraction Decimal equivalent I 00 0.5 ay 0.4 4 t 0.75 5 3 4 0.01 3 ih 0.9 2 2 0.25 Ea 03 4 : 4 a 0.2 6 0 0 id2. Complete this table using your own fractions. B i|. Use a strip of paper divided into ten squares to help you complete this table. ‘one tenth 02 Sly ual six tenths 07 Sloe ‘ten tenths2. Colour in the blank 100-squares below to find the decimal equivalent fractions. For example: 20 = 2 = 0.2 g2 100 10 4 Telltale italatatelate lates Bails Eee = [| 3]> [5 afatuisleteiaiaialal 4h | 42) 43 66 45 41 42/43/44 45/46/47 48/44/50 IEEE afta tas ef fae alle als ajalalatsleleislala a[a| |r| afatatetalelalalale ‘a | 2 | 63 | Ba | as ai a2 | 83/80 as | a6 | 87 @2 | 29/40 [alelsl=|s| ae allel sf 3 a3 sis aim Ta ABC 6 7) 20 wie || w|i [20 ae a7 as aia capa fsa 36 7 38/30 40. 31 36) 37 3834/40 creel as] sla lel | ee] a] 56 57/58/59 si 52/53] s¢ 55|56| 57 sa|sq| 60 alalslea ajalalalsleialelal a 76 77/7879 60 | n 72 |13| m4) | 16| 7 | 78 | 79 | 80 86 87/88/89 90 81 82 / 83/8 85 | 86/87 83/84/40 36 47/9868 100 31/43) a a5] @7 a8 98 100 g a 1 7 a Le 700 ¢ daisieieile te iigialetelstelstate 2 sits wf ods cal staf [ufoloefalelalal a ‘ai 22|z3 a4 [25/26 27/28 [29,30] 21 | 22 | 23 | 26 | 25 | 26| 27 2a | 29 | 30° a [alas [sel afin ale aie le aia atatelatetelstatats aiafistectestists lela ata|alslst las iio 13] |=] 35] 57] |] 00 61 | 62 | 63 | 64 | 6566 67 | 68| 6a 70) 61 62 | 63 | 64 | 65 | 66 | 67 | 68/64/70 a [alal | else ADOBeoeeo alee sett tea ciialectate tata halal 4) 92) 93) 9% 95/96 97) 98/99 100 ai 9293/94 95/96/97 98/ 99| 100Here are 6 cubes: 2equal parts—halves 3 equal parts thirds 6 equal parts ~ sixths Now try it with [2 cubes. How many ways can you divide the cubes to give equal amounts? * Draw your answers and write the fraction. 2. How do you find a half? To find half I How do you find a third? To find a third I ue How do you find a quarter? To find a quarter I3. Look at this diagram: Can you add any more fractions of 40 that give whole number answers? * Draw similar diagrams for two of these numbers: 30, 20, 24, 50. ssuopoerg pur squad Do you think you found all the answers? How can you be sure?How do you find 3 of 20? , 1 eli 1 - First find 1 of 20 by dividing by 4. Lof 20=5 Then multiply by 3 to give 2. 2of20=3x5=15 + Find 2 of each of these: a) 12 b) 40 © 282. How do you think you find 2 of a number? © First * Then + Find 2 of: o) 15 b) 24 i & s 2 66 2 i3. Work out the values of the fractions. Put <, > or = in each statement to make it correct. 4 of 30 is 10 s0 2 is 20 For example: 2 of 30 > Zofmm + of 24 is 6 50 2is 8 1 2 a) Fof90 —___._ Sof 34 3 1 b) Fof4o ___ Sof 58 2 3 ©) $ofed —___ F of 80 om 4 2 d) 7 of 38 — 5 of 33The students in your class decide to 3. The restaurant sells chocolate cake. go to a pizza restaurant for a meal How many cakes do you need to together, buy so that everyone has of a The number of students in my class is cake each? |. How many pizzas are needed for: Is there any cuke left over? 0) t pizza each? If so, how much b) + pizza each? ©) 5 pizza each? 4, Make up two more questions of your own involving fractions or decimals. You all decide to have a 0.25 litre milkshake. » How many litres are needed to give everyone a milkshake? suopioeig pue seunpeq2 |. How many ways can you describe, draw or use Z in a number sentence? 2. Two stars! Look through the pages in this Unit. Write two things that you are proud of learning in this Unit: And one wish! Write something in this Unit that you need to do more work on:Measurement, Area and Perimeter “se|. Measure the height of each person in your group. * Record the heights in centimetres (cm), and in metres (m) and centimetres in a table on a separate piece of paper. 2. You need: metre stick, calculator, tape measure, rough paper for working * Think of a way to measure the length of your step as accurately as possible. * Write the final measurement for each person in your group: Step 3. Work with a partner. You need: your step length from question 2, calculator, trundle wheel. metre stick or tape measure * Choose a long distance to measure, for example: the length of the football pitch or the length of the school hall. Check your choice with your teacher. * Count the distance in steps: * Use a calculator to find the length in metres: Measure the length again using the trundle wheel or metre stick:|. Draw arrows to match each of these lengths to the best unit of measurement: kilometre (km), metre (m), centimetre (em) or millimetre (mm). One has been done for you. Length of an ant Length of a football pitch ( ps Sieehodoel millimetres (mm) Length of a car Distance across America Length of a desk Length of a book Height of a tree Length of a banana Length of an orange pip 2. You need: metre stick centimetres (cm) metres (m) kilometres (km) Jajelupiag pue Bary “IMaUTeIseaW * Look in your classroom for objects between + metre (50cm) and | metre long. * Choose an object. + Estimate its length.