Max Maths - Making Real-World Connections SB2 FULL

MAKING REAL-WORLD CONNECTIONS

maths a ×

MAKING REAL-WORLD CONNECTIONS M

JOSH LURY

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Contents

Points, lines and shapes Points and lines Sides of a 2D shape Make or draw shapes

80 84 86 88 90 93 94 95 96

HowTo UseThis Book

Numbers to 100

2 4 7

Tens

Tens and ones

Number fluency Position numbers

Reading and writing numbers Place value to 100

10 12

Patterns and positions Number patterns

Partition

Number lines to 100 14 Greater than and less than 16 Compare and order numbers 18

Doubles

Fact families 98 Doubles and near-doubles 100 More useful doubles 101 Problem solving 102

Add and subtract

20 25 26 28 31

Add 2-digit numbers

104 107 110 111 112 114 116 118 120 124 128 134 136 138 139 140 142

10 more

Add tens to a number

Add tens

Add ones

Add tens to a number Add ones to a number Add two numbers

Counting back in tens

Subtract ones 32 Add and subtract problems 34

Problem solving Adding practice

Money and time Making amounts

38 41 42 46

Measures

Money problem solving Days, weeks and months

Metres Mass Litres

Multiply and divide

10 Multiply and divide

Groups 54 Count to add equal groups 56 Multiply 58 Solve multiplications 60 Divide into groups 62

Counting patterns

Rows

Columns

Change the order Problem solving

Fractions

66 70 72 73 74 76

Divide into equal groups of …

Shared into equal parts

144

1 __ 3

Equal sharing 148 11 Information and charts 152 Collect information 156 Bar charts 158

One third …

Fraction names

Fractions of a length

Share equally

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Contents

Make an amount How much change

202 204 206 208 210 213 214 216 218 220 222

12 Solid shapes

162 166 168 172 174 176 182 184 186 188 190 192 193 194 196 198 200

Solid shapes

16 Count and calculate Counting in big steps

Faces

13 Number fluency

Counting from … Counting in threes Use a calculator

Ten and twenty

Near tens

Add ones by bridging 178 Subtract ones by bridging 180

17 Fractions

Recognising fractions Compare fractions Proper fractions

14 Add and subtract

Exchange Regroup

Make the whole 224 Two quarters and one half 225

Add with regrouping Add bigger numbers Subtract from a ten Subtract ones by regrouping Choosing a method

18 Shapes, positions and directions

226 Describe and draw shapes 228 Positions and directions 231

15 Money and time

a.m. and p.m.

Tell the time: half past

iii

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How to Use This Book

Positivity towards mathematics – the activities provide opportunities to explore mathematics through pattern, reasoning and in meaningful contexts. While developing proficiency, students experience an enjoyment in mathematics, and an appreciation of the beauty and power woven into its fabric. Max Maths is designed specifically to support the new OECS Learning Standards for Mathematics, and to provide regular engagement in all important mathematical processes. Look out for the icons that show: problem solving

Welcome to Max Maths! The philosophy behind the design of Max Maths is to develop confident , curious , resourceful and proficient mathematicians. The Max Maths approach comprises a comprehensive set of resources that provide: Rich mathematical experiences – each activity uses a Concrete-Pictorial- Abstract (CPA) approach to enrich learning, and develop a visual and physical intuition for mathematical concepts. This means that abstract concepts and calculations are supported with visual representations and concrete materials such as cubes or counters to bring the mathematics to life through practical activities and visual prompts for discussion and understanding. Depth of understanding – the activities use a range of questioning techniques to enable students to develop skill and accuracy alongside a deep mathematical understanding of the concepts. Each year is organised to provide progression over time, with each revisit digging deeper into the skills and mathematical thinking.

reasoning

communicating

connecting

representing Opportunities to develop each

mathematical process are built into the main activities in the Student’s Books and are clearly signposted within the challenges provided in the Teacher’s Guides.

Winston

Jade

Letisha

Leon

Carl

Riana

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HowTo UseThis Book

This student’s book provides a teaching resource to support whole-class teaching and is designed to be accompanied by a workbook for students to write and draw in, to create a record of their achievements. Each unit provides a double-page spread designed to be talked about, prompting students’ curiosity, communication, conjecture and challenge.

Unit 1 – Numbers to 10

1 Numbers to 10

KEY questions

KEY words

Which of these words can you use to describe what you see in the picture? Equal Same as Count Number

How many leaves? How many shells? How many cubes? How many counters? How do you know you have counted them all?

There are many different activity types, carefully ordered, to help students through their learning journey.

Unit 2 – Money and measures

Analogue clocks Let’s Recap

Let’s Practise

1 Estimate and measure. Which units of measurement will you use?

The clock shows that the time is half past three.

The mass of:

Estimate: Heavier than, lighter than or the same as one kilogram?

Measure

(a) 8 exercise books (b) Your shoe

The clock shows that the time is quarter past six.

(c)

A full pencil pot

Who do you agree with? Why? What do we need to know about when reading the time on an analogue clock? Let’s Learn Together 1 It takes the minute hand 5 minutes to move from one number to the next. It takes the minute hand 60 minutes to move all the way around the clock. There are 60 minutes in 1 hour.

(d) Your games bag

2 Work together in a small group to carry out this investigation

Does the tallest person have the longest stride?

Make estimates and think about the unit of measurement you will use. Record your measurements to the nearest whole unit. Make a table of your results. What does the information tell you? Can you answer the original question?

We can use what we know about counting in multiples of five to help us work with time.

60 minutes 0 minutes

55 minutes

5 minutes

50 minutes

10 minutes

Leon has only part of an old tape measure. Some of the numbers have rubbed off. He uses it to measure these objects in centimetres. What is the actual measurement of each object? Explain why. 28 40 42

15 minutes

45 minutes

40 minutes

20 minutes

35 minutes

25 minutes

30 minutes

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1 Numbers to 100

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Unit 1 – Numbers to 100

KEY words

Ten

Tens

Ones

Greater

Less

Twenty

Thirty

Fifty

KEY questions

How many ways can you see 10 hidden in this picture? Can you see 10 anywhere in your classroom? Draw or make a pattern of 10 items.

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Let’s Recap Point to where each number should go. Draw your own number line to show these numbers.

Tens Start Thinking Count in tens Show 10, 20, 30 and 40 using hands.

10 ten

20 twenty

30 thirty

40 forty

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Unit 1 – Numbers to 100

Let’s Learn Together

20 is 2 tens 40 is 4 tens How many tens for each number? Show each number using hands or rods. 50 60 70 80 90 fifty sixty seventy eighty ninety 30 is 3 tens

Let’s Practise 1

Count the tens. Say the numbers in each set.

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2 Complete each sentence. Prove it using hands or tens equipment.

7 tens makes …

5 tens makes …

3 Carl has sorted the numbers for counting in tens. Find two mistakes.

30 30

60 80

Count down in tens. Start on 90. What number comes after ten?

90…

80…

70…

………

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Unit 1 – Numbers to 100

Tens and ones Let’s Learn Together

What number is this? Do we count one finger at a time? Count in tens, then count the extra ones.

10…

20…

21… 22… 23…

Let’s Practise

Count each number using tens and ones.

(a)

(b)

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Work in a group of 4 people. Show these numbers on your fingers using tens and ones 21 32 39 13 31

3 Which is the odd one out? Explain your opinion.

(a)

(b)

(c)

(d)

Draw a picture to represent each number. Say each number. (a) 51

(b) 15

Make a number with the same number of tens and ones. Write your number. How many can you find like this?

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Unit 1 – Numbers to 100

Reading and writing numbers Let’s Learn Together

twenty

thirty

forty

fifty

sixty

seventy

eighty

ninety

twenty-one

fourty-four

Let’s Practise

Write each number as words: 35, 53, 67, 76, 89, 98

Write each number as words:

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Place Value to 100 Start Thinking What patterns can you find in this 100 square? What numbers are covered? How can you tell?

1 11 21 31 41 51 61 71 81 91

2 12 22 32 42 52 62 72 82 92

3 13 23 33 43 53 63 73 83 93

4 14 24 34 44 54 64 74 84 94

5 15 25 35 45 55 65 75 85 95

6 16 26 36 46 56 66 76 86 96

7 17 27 37 47 57 67 77 87 97

8 18 28 38 48 58 68 78 88 98

9 19 29 39 49 59 69 79 89 99

10 20 30 40 50 60 70 80 90 100

Let’s Learn Together Tens 2 2 Ones Tens

Ones

Tens

Ones

2 3

2 4

Tens Ones

These numbers are shown using place value. Say each number. Find these numbers on the 100 square. How do you know where to look?

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Unit 1 – Numbers to 100

Let’s Try It Find each number on the 100 square. Make or draw a representation of each number. What is the value of each digit ‘3’? Tens 3 5 Ones Tens 5 3 Ones Tens

Ones

3 3

Let’s Practise 1

Letisha has counted different objects.

Show each number as tens and ones on a place value grid. Say the value of each digit. Find and count objects from your classroom.

2 What numbers are covered in each row? Say the value of each digit. 51 52 53 54 55 56 57 58 59 60

51 52 53 54 55 56 57 58 59 60

81 82 83 84 85 86 87 88 89 90

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Partition Let’s Learn Together Partition 35 into tens and ones.

Tens

Ones

3 5

35 = 30 + 5

30 + 5 = 35

Let’s Try It Partition into tens and ones.

Tens

Ones

2 6

? + ? = 26

26 = ? + ?

Combine tens and ones.

Tens

Ones

? ?

? = 40 + 2

40 + 2 = ?

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Unit 1 – Numbers to 100

Let’s Practise

Partition into tens and ones. 31 = ? + ?

13 = ? + ?

24 = ? + ?

42 = ? + ?

? + ? = 22

? + ? = 33

1 11 21 31 41 51 61 71 81 91

2 12 22 32 42 52 62 72 82 92

3 13 23 33 43 53 63 73 83 93

4 14 24 34 44 54 64 74 84 94

5 15 25 35 45 55 65 75 85 95

6 16 26 36 46 56 66 76 86 96

7 17 27 37 47 57 67 77 87 97

8 18 28 38 48 58 68 78 88 98

9 19 29 39 49 59 69 79 89 99

10 20 30 40 50 60 70 80 90 100

Partition each yellow number. What is the same, what is different each time?

Partition each blue number. What do you notice?

Complete the additions. 40 + 5 = ?

50 + 4 = ?

? = 60 + 2

? = 20 + 6

30 + ? = 39 93 = ? + 3. Can you also find the largest and the smallest number?

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Number lines to 100 Let’s Learn Together Some number lines count in ones.

21 22 23 24

26 27 28 29 30

Some number lines count in tens.

10 20 30 40

60 70 80 90 100

How many tens and ones make each hidden number? Count up and down on each number line.

Let’s Try It

What is the same and what is different about each number line? What numbers are the arrows pointing to?

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Unit 1 – Numbers to 100

Let’s Practise 1 What numbers are hidden? Say the number of tens and ones in each number.

52 53 54

57 58 59 60

2 Draw your own number line to show these numbers: 83, 87, 89 3 What is the same and what is different about each number represented here?

0 1020304050 0 1020304050

60 70 80 90 100

Tens

Ones

AWAITING HANDS

6 5

AWAITING HANDS

0 10 20 30 40 50 60 70 80 90 100 Estimate these numbers. Discuss and explain your estimates with a partner.

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Greater than and less than Let’s Learn Together

012345678910

2 is less than 5

5 is greater than 2

2 < 5

5 > 2

012345678910

3 is less than 4

4 is greater than 3

3 < 4

4 > 3

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Unit 1 – Numbers to 100

Let’s Try It Use words then symbols to compare numbers.

012345678910 3 is than 7 7 is than 3 3 7 7 3

Let’s Practise

012345678910 Choose the correct words and symbols to complete these: 6 is than 7 4 is than 9 6 7 4 9

than 3

5 is

than 4

8 is

Riana works out 4 + 3. Leon works out 2 + 7. They write 4 + 3 < 2 + 7. What do you think this means?

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Compare and order numbers Let’s Learn Together Discuss how the number line shows which number is greater.

23 28

0 10 20 30

40 50 60 70 80 90 100

28 is greater than 23 23 is less than 28 28 > 23 23 < 28

Estimate the mystery number. Is it greater or less than 23 and 28. How can you tell without knowing the exact number?

Let’s Try It Point to where each number would be placed on the number line. Sort them into order from least to greatest.

Tens

Ones

Tens

Ones

Tens

Ones

4 5

5 5

5 2

Then I think about the ones digit.

I think about the tens digit first.

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Unit 1 – Numbers to 100

Let’s Practise

1 Compare each pair of numbers. Use words first, then symbols. 34 67 34 37 67 34 37 34 67 37 67 64 67 34 64 67

2 Are there more cars or more fish? Predict then check.

My mystery number has 5 tens and 8 ones.

Write some numbers that are between the two mystery numbers. How many numbers can you think of?

My mystery number has 6 tens and 2 ones.

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2 Add and subtract

KEY words

Add

Sum

Total

Altogether

Sum

Subtract

Take away

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Unit 2 – Add and subtract

KEY questions

What score did they roll in total? How many ways could they roll a score of 9? What is the highest score you can roll with two dice? What is the lowest score you can roll with two dice?

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Let’s Recap Number facts for 5.

2 3

4 1

2 + 3 = 5

1 + 4 = 5

3 + 2 = 5

4 + 1 = 5

5 – 2 = ?

5 – 4 = ?

5 – 3 = ?

5 – 1 = ?

Number facts for 6.

5 + ? = 6

4 + ? = 6

3 + ? = 6

6 − 5 = ?

6 − 4 = ?

6 – 3 = ?

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Unit 2 – Add and subtract

Number facts for 7.

? + ? = 7

7 − ? = ?

Number facts for 8.

How many different facts can you find?

Make up your own diagrams to remember the number facts for 9.

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Start Thinking

2 + 3 = 5 so 2 tens + 3 tens is 5 tens so 20 + 30 = 50 Think about these: 3 + 4 = ? 5 + 3 = ? 6 + ? = 8 30 + 40 = ? 50 + 30 = ? 60 + ? = 80 How many sports balls in total?

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Unit 2 – Add and subtract

10 more

Let’s Learn Together 43 + 10 = ? Method 1: Count on ten ones.

This takes ages!

43 44

46 47

52 53

Method 2: Add a ten.

Tens Ones

Tens

Ones

Tens

Ones

4 3

5 3

Start with 4 tens. One more than 4 is 5. Now I have 5 tens.

Let’s Practise Complete the additions: 15 + 10 = ?

24 + 10 = ?

56 + 10 = ?

70 + 10 = ?

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Add tens to a number Let’s Learn Together 24 + 30 = ? Method 1: Count on in tens. Method 2: Add tens.

I will jump 3 tens to add on 30.

Start on 24… 34, 44, 54!

Tens Ones

Tens

Ones

Tens

Ones

2 4

5 4

24 + 30 = 54

2 + 3 = 5 so 2 tens + 3 tens = 5 tens

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Unit 2 – Add and subtract

Let’s Try It Describe each addition.

Tens Ones

Tens

Ones

Tens 9 7

Ones

4 7

Let’s Practise Complete these additions: 25 + 20 26 + 30

27 + 40

28 + 50

71 + 20 41 + 50 Did you notice any patterns? Can you explain them? 61 + 30 51 + 40

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Add ones Let’s Learn Together Tens Ones

Tens Ones

Tens

Ones

Tens

Ones

4 7

4 8

7 + 1 = 8 47 + 1 = 48

Let’s Try It

Tens Ones

Tens

Ones

Tens

Ones

5 4

? ?

4 + 3 = ? 54 + 3 = ?

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Unit 2 – Add and subtract

Let’s Practise 1

2 3

4 1

2 + 3 = ?

4 + 1 = ?

12 + 3 = ?

14 + 1 = ?

22 + 3 = ?

24 + 1 = ?

52 + 3 = ?

64 + 1 = ?

? + 3 = 75

1 + ? = 75

Explain your method for solving these.

Add 5 to each number.

First there are 21 children in class. Then 2 more arrive. Then 3 more arrive. How many children in the class now?

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altogether

how many

sum

together

total

increase

add

join

Each of these words can mean we need to add. Make up a story problem or sentence for each addition. Ask a partner to solve them. 23 + 4 = ? 41 + 3 = ? 6 + 72 = ? 91 + 8 = ?

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Unit 2 – Add and subtract

Counting back in tens

Let’s Learn Together Discuss these ways of counting back in tens.

82 81

79 78

73 72

Tens Ones

Tens

Ones

Tens

Ones

Tens

Ones

6 5

5 5

4 5

Let’s Practise

The bus carries ten people. There are 37 people waiting. How many are left when the bus leaves? Count down in tens from each number: 97 68 51 80

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Subtract ones

Let’s Learn Together Tens Ones

Tens Ones

Tens

Ones

Tens

Ones

5 6

? ?

6 – 1 = ? 56 – 1 = ?

Let’s Try It

Tens Ones

Tens

Ones

Tens

Ones

4 5

? ?

5 – 3 = ? 45 – 3 = ?

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Unit 2 – Add and subtract

Let’s Practise

Subtract 6 from each number.

Tens Ones

Tens

Ones

Tens

Ones

Tens

Ones

2 8

4 8

5 8

Work out the missing numbers.

–4

–3

Work out the missing numbers.

–9

–3

– 3 = 60

– 9 = 70

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Add and subtract problems

Let’s Learn Together Tell the story and choose the operations.

10 = ?

? = ?

Let’s Try It Tell the story and choose the operations.

2 = ?

? = ?

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Unit 2 – Add and subtract

Let’s Practise

Solve these word problems:

These are about dancing children. (a) There are 5 children dancing. 4 more join them. How many are dancing altogether now? 5 4 =

(b) There are 25 children dancing. 4 more join them.

How many are dancing in total now? 25 4 =

10 get tired and stop dancing. Now how many are dancing? 25 10 =

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These are about flowers (a) Winston has 34 flowers. He sells 3. How many does he have left?

34 3 = (b) Jade has 23 flowers. She picks 10 more. How many does he have in total?

3 Write your own story problems for these calculations. Work together. 31 + 4 = 29 – 10 = 42 + 10 = 53 + 30 =

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Unit 2 – Add and subtract

Choose the correct number cards to complete each.

4 3 6 5

–

2 1 3 0

= 59

= 35 = 40 = 65

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3 Money and time

KEY words

Cent

Dollar

Amount

Price

Cost

Day

Week

Month

Year

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Unit 3 – Money and time

KEY questions

What would you buy? Do you ever go to the shops? What can you buy in the shops near your house?

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Let’s Recap

Start Thinking

How would you pay for each item?

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Unit 3 – Money and time

Making amounts Let’s Learn Together

Let’s Try It Choose coins or notes to make each amount:

What different amounts can you make with two coins What different amounts can you make with three notes?

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Money problem solving Let’s Learn Together Calculate the new prices.

I will reduce prices by $5.

Let’s Try It Calculate the new prices.

I will increase prices by $20.

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Unit 3 – Money and time

Let’s Practise

Complete these calculations: 25c + 10c = ?

$99 − $5 $89 − $5 $79 − $5

25c + 20c = ? 30c + 20c = ?

The price of each item increases by $20. Write the new price of each item.

The price of each item is reduced by $4. Write the new price of each item.

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Winston has $35, Leon has $3 more than Winston. How much does Leon have?

What is the total cost of these two items?

What is the total cost?

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Unit 3 – Money and time

Now I have $17.

How much was in the piggy bank at the start?

I have $15 left.

How much did she have at the start?

Find out the prices of some items. Draw pictures and write or design the price labels on a computer.

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Days, weeks and months Start Thinking

Calendar Planner

Sunday

Monday

Tuesday Wednesday Thursday

Friday

Saturday

That’s in one week.

In seven days I am going on holiday.

How many days does it show?

How many days in each week?

What month does this show?

How many months are in one year?

Why do some weeks have blank boxes?

Find Sunday 7th October.

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Unit 3 – Money and time

Let’s Learn Together

January

February

March

April

May

June

July

August

September

October

November

December

Read each month. Find out your friends’ birthdays. Find other events in the year. What is today’s date?

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Let’s Try It

Friday

Sort the days into order.

Describe what you do on different days.

Faith is explaining what she does during the week.

On Tuesday my grandmother has dinner with us.

I ride my bike on Thursdays.

I don’t go to school on Saturdays or Sundays. I have fun with my family.

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Unit 3 – Money and time

JANUARY TUESDAY 11

What is the date on this calendar? What will the date be tomorrow? Write yesterday’s date. What will be the date in one week? What is the date of the next Friday?

Write the date shown by each of these:

FEBRUARY FRIDAY 8

OCTOBER MONDAY 10

AUGUST WEDNESDAY 4

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4 Multiply and divide

KEY words

Equal

Unequal

Group

Multiply

Divide

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Unit 4 – Multiply and divide

KEY questions

What groups can you see? Can you see equal groups? Can you see unequal groups?

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Let’s Recap

5 10 15

40 50 60

What numbers are hidden? How far can you count in 2s, 5s and 10s?

1 11 21 31 41 51 61 71 81 91

2 12 22 32 42 52 62 72 82 92

3 13 23 33 43 53 63 73 83 93

4 14 24 34 44 54 64 74 84 94

5 15 25 35 45 55 65 75 85 95

6 16 26 36 46 56 66 76 86 96

7 17 27 37 47 57 67 77 87 97

8 18 28 38 48 58 68 78 88 98

9 19 29 39 49 59 69 79 89 99

10 20 30 40 50 60 70 80 90 100

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Unit 4 – Multiply and divide

Start Thinking

This class get into groups. Can you all stand in groups? Are the groups fair?

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Groups Let’s Learn Together How many groups? How many in each group?

There are 3 equal groups. There are 2 in each group.

There are 3 equal groups. There are

There are . . . There are . . .

in each group.

There are 2 groups of 2.

groups of 2.

There are

groups of 2.

There are

Let’s Try It Make or draw. . .

I drew one group of 2 stars.

3 equal groups of 2 4 equal groups of 2 5 equal groups of 2 2 equal groups of 5

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Unit 4 – Multiply and divide

Let’s Practise

Describe the equal groups. There are . . . . . . equal groups. There are . . . . . . in each group.

Draw 2 groups of 2 circles. Draw 3 groups of 2 squares. Draw 3 groups of 3 triangles. Draw 4 groups of 3 rectangles.

The stars don’t look equal, but . . .

Do these show equal groups? Draw or make your own unequal groups that look equal. Draw equal groups that look unequal.

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Count to add equal groups Let’s Learn Together Count to add the equal groups.

2 + 2 + 2 = 6

5 + 5 + 5 + 5 = ?

Let’s Try It

10 10 10

2 + 2 + 2 + 2 = ?

? + ? + ? = ?

?+?+?+...

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Unit 4 – Multiply and divide

Let’s Practise Count to add the equal groups:

Use a calculator to count the number of legs.

4 + 4 + 4 =

8 +

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Multiply Let’s Learn Together

5 + 5 = 2 × 5 =

4 × 3 = 3 + 3

3 3 = + +

7 × 2 = 2 + 2

2 2 + 2 + 2 + 2 = + +

What do you think × means?

I think it means ‘groups of ’.

You can say ‘times’.

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Unit 4 – Multiply and divide

Let’s Try It Which picture shows 3 × 5?

Let’s Practise Draw pictures to show: 3 × 2

5 × 4

4 × 3

Use counting or a calculator to complete the calculations. 3 × 2 = ? 5 × 4 = ? 4 × 3 = ?

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Solve multiplications Let’s Learn Together

5 + 5 + 5 + 5 = 20 4 × 5 = 20

Let’s Try It Draw a picture or count to solve these:

3 × 5 = ? 6 × 2 = ? 3 × 4 = ?

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Unit 4 – Multiply and divide

Let’s Practise Complete the calculations.

5 × 2 = ? There are

pineapples in total.

3 × 5 = ? There are altogether.

2 × 4 = There are

balls

legs in total.

3 × 3 = ?

4 × 3 = ?

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Divide into groups Start Thinking

Divide into equal teams.

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Unit 4 – Multiply and divide

Let’s Learn Together

12345678910

10 shoes in total. How many pairs? Divide 10 shoes into groups of 2.

1 pair

2 pairs

3 pairs

4 pairs

12345678910

10 is divided into 5 pairs. 10 is 5 groups of 2.

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Let’s Try It

Put 5 in each bag.

0123456789101112

13 14 15 16 17 18 19 20

There are 15 in total. There are 5 in each group. There are groups.

0 1 2 3 4 5 6 7 8 9 1011121314151617181920 A minibus can carry 10 people. How many minibuses will they need?

0 1 2 3 4 5 6 7 8 9 1011121314151617181920

How many groups of 2?

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Unit 4 – Multiply and divide

Let’s Practise Use 12 counters.

Divide 12 into equal groups of 2. Divide 12 into equal groups of 3. Divide 12 into equal groups of 4 Divide 12 into equal groups of 6.

I will try groups of 5.

Work together. Use 24 counters. Make equal groups using all 24.

I will try groups of 3.

I will try groups of 4.

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5 Fractions

KEY words

Whole

Part

Equal

Fraction

Half

Third

Quarter

Fifth

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Unit 5 – Fractions

KEY questions

What is the whole? What are the parts? Are all the parts the same or different?

Can you see equal parts? Can you see unequal parts?

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Let’s Recap Read each symbol. 1 _ 2 1 _ 4 Unscramble the letters to find fraction words: f hal quratre

How many different ways can you fold a piece of paper in half?

I think I found another way . . . look.

I found two ways.

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Unit 5 – Fractions

Start Thinking

One half.

Onehalf.

One half.

One quarter.

The class have drawn fractions. Which do you think are correct? Try drawing your own.

Use a computer to design your fraction pictures.

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Shared into equal parts Let’s Learn Together

The whole is shared into 3 equal vertical stripes.

The whole is shared into 2 equal horizontal stripes.

Let’s Try It

The whole is shared into

equal parts.

Let’s Practise

Shared into

equal

Shared into

equal

parts?

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Unit 5 – Fractions

Fold or draw a shape shared into EQUAL parts.

Show a shape shared into UNEQUAL parts.

Find a shape. Cover half of the shape with a piece of paper. Can your partner guess the name of the shape?

I think it’s a circle.

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One third … 1 _ 3 Let’s Learn Together The circle is shared into three equal parts. Each part is one third of the circle.

1 _ 3

Let’s Try It Here are some other ways to show thirds

1 _ 3

Draw and label your own diagrams to show one third.

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Unit 5 – Fractions

Fraction names Let’s Learn Together How many equal parts has the whole been shared into?

halves

thirds

quarters

fifths

1 _ 2

1 _ 3

1 _ 4

1 _ 5

Let’s Practise Name each fraction.

Draw your own diagrams to show one fifth.

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Fractions of a length

Let’s Learn Together

Who has run half way? Who has run one quarter of the way? Let’s Try It Safely cut or fold a strip of paper or string into halves. Are the parts equal?

1 2

1 2 1 2

Now try quarters. 1 4 1 4 1 4

1 4

1 4 1 4 1 4 1 4

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Unit 5 – Fractions

Let’s Practise Try to cut or fold into thirds and fifths.

1 3

1 5

For 3 players.

Am I halfway between?

Two people stand apart. The next person has to stand halfway between. Take it in turns. Change the distance.

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Share equally Start Thinking

1 3

1 _ 3 of 6 is ?

6 shared between 3 is ?

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Unit 5 – Fractions

Let’s Learn Together

The whole is 8. Each part is one half. There are 4 in each half. 1 _ 2 of 8 is 4.

The whole is 8 children. Each part is one quarter. There are

in each quarter.

1 _ 4 of 8 is

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Let’s Practise

1 What is the whole? What are the parts? What fractions can you see?

3 9

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Unit 5 – Fractions

Share equally to find these fractions

1 _ 2 of 10 is ?

1 _ 2 of 20 is ?

1 _ 3 of 15 is ?

Take a handful of counters or a pack of cards. Share them equally between you and your friends. Does everyone get a fair share? Work out what you can do.

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6 Points, lines and shapes

KEY words

Point

Line

Curve

Straight

Side

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Unit 6 – Points, lines and shapes

KEY questions

Who do you agree with? Hold different shapes in different positions. Do they change?

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Let’s Recap

What shapes can you name?

I drew a triangle above a square.

Sit back to back with a partner.

One person draws a line or shape. Describe it to your partner. Try to draw the same shape without looking. Then compare your drawings.

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Unit 6 – Points, lines and shapes

Start Thinking

Look at these patterns. What words can you use to describe the lines? What is the same and what is different about each set? Use these words:

straight

curved

round

long

pointed

short

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Points and lines Let’s Learn Together

Draw two points.

Use a ruler.

Draw a line to join the points.

Let’s Try It Draw two dots and join them with a ruler to make a line. Try copying these:

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Unit 6 – Points, lines and shapes

Draw two points for your partner. Now your partner uses a ruler to join the points to draw a straight line. Repeat until you have a pattern or shape on your page.

Let’s Practise Try copying some of these lines.

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Sides of a 2D shape Let’s Learn Together 3 3

1 1 Squares and rectangles both have the same number of sides.

sides of equal length

a pair of equal sides

What do you notice about equal sides?

Let’s Try It Count the number of sides for each shape.

A shape with 5 straight sides is called a pentagon . A shape with 6 straight sides is called a hexagon .

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Unit 6 – Points, lines and shapes

Let’s Practise Identify each shape. Count the number of sides.

We can count the sides to find out.

These are not proper shapes. They go in and out.

Search school for some squares, rectangles, triangles, pentagons and hexagons.

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Make or draw shapes Let’s Learn Together

Look at these different ways of drawing and making shapes. Which do you think are most accurate? Let’s Practise Sketch, draw or make your own shapes: triangles, rectangles, pentagons, hexagons.

Use a computer to draw lines and shapes.

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Unit 6 – Points, lines and shapes

I used 5 sticks. It is a pentagon.

I used 6 sticks. It is a hexagon.

Use short sticks to make different shapes. Name your shape and see if you agree with your partner.

It must be a square.

My shape has 4 equal sides.

Do you agree? Try playing this

game with a partner.

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7 Number fluency

KEY words

Position

First, second, third, ...

Fact family

Double

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Unit 7 – Number fluency

KEY questions

Who is first? Can you point and say the order numbers? Can you say position numbers up to tenth?

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Let’s Recap

There are 10 items. What item is 1st? What is 2nd? 3rd? Point to the 9th item!

Start Thinking

Seven just adds ‘th’ to make seventh.

Five changes to fifth.

One changes to first.

Which numbers just add ‘th’? Which change more?

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Unit 7 – Number fluency

Position numbers Let’s Learn Together

1st 2nd second first 3rd third 4th fourth

11th eleventh 12th twelfth 13th thirteenth 14th fourteenth 15th fifteenth 16th sixteenth 17th seventeenth 18th eighteenth 19th nineteenth 20th twentieth

5th fifth 6th sixth

7th seventh 8th eighth

9th ninth

10th tenth Read and say these position words. Let’s Practise

20th (twentieth) storey

15th (fifteenth) storey

10th (tenth) storey

Count up from the 1st storey to the 20th! Now count down.

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Patterns and positions Let’s Learn Together

Circle, circle, triangle

circle, circle, triangle, . . .

A circle is first. A circle is second. A triangle is third. What will be in 10th place? What will be in 20th place? Make your own patterns to explore.

Stand in line. Predict your position. Then count in turn to check. [

Am I 11th?

2nd

1st

3rd

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Unit 7 – Number fluency

Number patterns Let’s Learn Together

2 4 6 8 ...?

1 3 5 ? ...?

Complete these counting patterns. Let’s Try It Complete these counting patterns.

12 13 14 15 16 17 18 19 20

11 12 13 14 15 16 17 18 19 20

12, 14, 16, ?, ?

11, 13, 15, ?, ?

Let’s Practise

12 13 14 15 16 17 18 19 20

11 12 13 14 15 16 17 18 19 20

20, 18, 16, ?, ?

19, 17, ?, ?, ?

Invent your own counting patterns. Count up and down in twos.

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Doubles Start Thinking

These numbers are all doubles. Which numbers up to 20 are not doubles?

Let’s Learn Together

5 + 5 = 10

This bar model shows 5 + 5 = 10. Each part is equal.

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Unit 7 – Number fluency

Let’s Try It Draw a bar model to show 4 + 4 = 8. Let’s Practise Write a double fact for each bar model 3 3 6

I hold up . . . You double it!

I double it … 12

I show 6

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Fact families Let’s Learn Together

2 + 5 = ?

5 + 2 = ?

7 − 5 = ?

7 − 2 = ?

There are four facts all connected with this bar model.

Let’s Try It Write four facts for this number bond:

? + ? = ? ? − ? = ? ? + ? = ? ? − ? = ?

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Unit 7 – Number fluency

Let’s Practise Write an addition and a subtraction for each bar model. 8 2 6 8 3 5 8 4 4

Draw four different bar models for the number bonds to 9. 9 ? ?

1 2 3 4 5 6 7 8 9

−

Choose 3 cards. Make a number fact. Choose 3 more. Make another number fact. Can you make another fact with the three cards left?

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Doubles and near-doubles Let’s Learn Together

5 + 5 = 10

5 + 5 + 1 = 11

5 + 6 = 11

Let’s Try It

6 + 6 = 12

6 + 6 + 1 = ?

6 + 7 = ?

Let’s Practise

Copy and complete: 7 + 7 = ?

7 + 8 = ?

8 + 7 = ?

8 + 8 = ?

8 + 9 = ?

9 + 8 = ?

Complete these subtractions: 11 – 5 = ? 11 – 6 = ?

13 – 6 =

13 – 7 = ?

15 – 7 = ?

15 – 8 = ?

Find the missing numbers: ? – 8 = 9

? – 9 = 8

? – 9 = 9

100

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Unit 7 – Number fluency

More useful doubles Let’s Learn Together

7 + 7 = 14 So … 6 + 8 = 14

All of these additions make 14. 6 + 8 8 + 6

7 + 7

Let’s Practise

8 + 8 = 16 So … ? + ? = 16

9 + 9 = ?

So ? + ? = ?

12 = 6 + 6 12 = 5 + 7 12 = 4 + ?

14 = 7 + 7 14 = 6 + 8 14 = 5 + ?

16 = 8 + 8 16 = 7 + ? 16 = 6 = ?

What patterns can you find? Continue each list.

101

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Problem solving Let’s Learn Together What is the total cost of soup and bread?

I want soup and bread. I will use my double facts.

Double 6 is 12. The total cost is $12.

Let’s Try It

I want chips and salad. What number facts can I use?

I want soup and chips. What number facts can I use?

What is the total cost of the soup and the chips?

What is the total cost of chips and salad?

102

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