Planet Maths 3rd - Sample Pages 6q2g4u

A C O M P L E T E M AT H S P R O G R A M M E F O R P R I M A RY S C H O O L S

A COMPLETE MATHS PROGRAMME FOR PRIMARY SCHOOLS

Main features include:

Real Life Maths visible throughout the series



Problem Solving units and emphasis on pair and group work



Digital Activities for classroom use



Differentiation catered for all levels of ability



Self Assessment incorporating traffic light system



Curriculum Objectives listed in pupil book

This programme reflects the latest teaching methods in Primary and Post Primary education.

P L A N E T M AT H S 3 R D C L A S S

Planet Maths incorporates the best methodology for teaching mathematics and problem solving, with new features such as Real Life Maths sections, integrated digital resources and differentiated material to motivate every child.

3

Also available for this programme:

• Satellite activity books to complement each title



• Updateable Teachers Resource Books



• A range of classroom ancillary material



• Teacher’s eBooks and integrated digital resources on www.folensonline.ie

folensonline.ie

Sue-Anne Synnott

rd

A COMPLETE MATHS PROGRAMME FOR PRIMARY SCHOOLS

Sue-Anne Synnott

Author: Sue-Anne Synnott Editor: Donna Garvin Design: Liz White Designs Layout: Niamh Carey, Liz White Designs Cover Design: Marian Purcell Cover Illustrations: Brian Fitzgerald, Jeremiah McAuliffe Illustrators: Pip Sampson (GCI), James Walmesley (GCI) Photographs: Alamy, Thinkstock, iStock, Inpho, Sportsfile, Dreamstime, Photocall Ireland ISBN: 978-1-84741-782-4

© Folens Publishers, 2011 First published in 2011 by: Folens Publishers, Hibernian Industrial Estate, Greenhills Road, Tallaght, Dublin 24. Produced in Ireland by Folens Publishers.

The paper used in this book is sourced from managed forests. Folens books are protected by international copyright laws. All rights reserved. The copyright of all materials in this book, except where otherwise stated, remains the property of the author(s). No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means (stencilling, photocopying, etc.) for whatever purpose, even purely educational, without the prior written permission of the publisher. The publisher reserves the right to change, without notice, at any time the specification of this product. The publisher has made every effort to copyright holders but if any have been overlooked we will be pleased to make any necessary arrangements. To the best of the publisher’s knowledge, information in this book was correct at the time of going to press. No responsibility can be accepted for any errors.

Introduction for Parents and Teachers

iii

Planet Maths is a series of Maths textbooks, activity books and corresponding teacher’s manuals for Junior Infants to 6th Class. It is in line with the Revised Primary Curriculum and has been written by primary school teachers. Curriculum Strands, Strand Units and Objectives are detailed throughout. Planet Maths has been designed to provide students with challenging activities and enjoyable mathematical experiences to help them become confident mathematicians. Pupils using Planet Maths will experience mathematical learning through the following approach: • Learning the new maths skills associated with a topic with the aid of explanation boxes and/or worked examples that introduce each new concept or operation; • Practising and reinforcing new skills through drills and repetition, while also providing as much variety and stimulation as possible; • Exploring and applying their skills in ‘real life’ contexts and situations that are relevant, fun and stimulating to young minds. ‘Real life’ themed maths features There are seven two-page ‘real life’ themed maths features spread throughout the 3rd to 6th Class textbooks. They are designed to bring Maths to life, making it more engaging for students by enabling them to use their skills in contexts that are refreshing, relevant and interesting to them. Each ‘real life’ feature uses the skills and knowledge that pupils have acquired in the preceding units.   Warm-Up Activities A warm-up activity appears at the beginning of every new topic along with the instruction, ‘Listen to your teacher’. These game-like activities open each unit of the senior textbooks and are led by the teacher with directions from the accompanying teacher’s manual. Because they are conducted at the start of each unit, these activities provide a mental warm-up for students, preparing them to learn by focusing their attention on the teacher. Warm-up activities are based on the concepts and operations relevant to the topic. Pair and Group Work The series recognises the value of collaborative learning and ample opportunities are provided throughout the textbooks for both pair work and group work. Maths puzzles suited to pairs, straightforward group activities and oral activities such as ‘pretend you are the teacher’ are used in the series. Differentiation To promote ease of differentiation, a red line appears beside a selection of problems and sums in the 3rd to 6th Class textbooks that could prove more challenging for many pupils. Additionally, the 3rd to 6th Class textbooks contain Challenge Yourself problems designed to provide early finishers with extra stimulus and reward, and to assist with differentiation. Self-Assessment Self-assessment is strong feature of the series. Pupils are encouraged to rate their own performance and understanding of a topic through the use of a traffic light system at the end of every page in each topic. Students can assess their performance at the end – red for difficultly, amber for improvement and green for full understanding. Check Up Activities Each topic unit concludes with a page of concise check up activities designed to reinforce learning. Check ups include oral, operational, problem-solving and shared activities based on the topic at hand. Oral activities reinforce communicating and expressing as a mathematical skill, and vocabulary-based exercises assess the pupil’s understanding of the mathematical language used in the unit. Mental Maths Seven dedicated Mental Maths units are placed strategically throughout the 3rd to 6th Class textbooks, with each one including a Multiple Choice component. Each section in Mental Maths contains a score box for pupils to rate their performance. This will encourage them to collaborate in their own progress and to recognise areas where more effort and assistance is needed.  The Teacher’s Manual accompanying this textbook includes: • A guide providing comprehensive suggestions on how to make the best use of this series. • Oral and mental maths activity suggestions. • Maths language relevant to each topic. • Suggestions for using concrete materials and manipulatives. • Photocopiable activities for differentiation and extension exercises. • Photocopiable templates for practice and repetition of fundamental concepts. • Answers. • Assessment sheets. • Individual student profile sheets. • Class record sheets. The activity books in the series contain supplementary and differentiation activities. Interactive activities for this series can also be found at: www.folensonline.ie.

Contents

iv

Let’s Look Back................................................5

1

Marvin the Great!........................................100

Place Value.............................................8

Mental Maths 4...........................................102

2 Addition................................................13

17 Fractions 2...........................................104

3 Time.....................................................18

18 Multiplication 3....................................109

4 Lines and Angles....................................23

19 Weight.................................................114

Maths in a Stadium!.......................................28 Mental Maths 1.............................................30

5 Super Subtraction...................................32 6 Fantastic Fractions..................................37 7 Groovy Graphs.......................................42 8 Mighty Multiplication.............................47

20 2D Shapes............................................119 Emma’s Kitchen...........................................124 Mental Maths 5...........................................126

21 Number Patterns and Sequences..........128 22 Symmetry.............................................133 23 Area.....................................................138

Fright Night....................................................52 Mental Maths 2.............................................54

9 Division ................................................56 10 Deadly Decimals....................................61 11 Money...................................................66 12 Problem Solving.....................................71 Day at the Funfair!.........................................76

24 Division 3.............................................143 The Playground...........................................148 Mental Maths 6...........................................150

25 3D Shapes............................................152 26 Capacity...............................................157 27 Time 2.................................................162

Mental Maths 3.............................................78

Revision.......................................................167

13 Length....................................................80

The All Stars Circus......................................170

14 Multiplication 2......................................85

Mental Maths 7...........................................172

15 Division 2...............................................90

Glossary.......................................................174

16 Chance..................................................95

Tables..........................................................176

Let’s Look Back A

5

Warm-up. Listen to your teacher. Adding and subtracting. 1. 5 + 9 = ___ 2. 8 + 8 = ___ 3. 8 + 6 + 4 = ___ 4. 5 + 9 + 4 = ___ 5. 10 – 6 = ___

6. 16 – 4 = ___

7. 19 – 7 = ___

8. 20 – 5 = ___

B In a Magic Square every line must add to the magic number: across, down and from corner to corner.

8 6

5

3 1 4 4

4 4

7 The magic number is

The magic number is

12

The magic number is

15

C What numbers are shown in the notation boards below? 1.

2.

T

U

3.

T

U

D Write the nearest ten to these numbers.

Objectives

Example: 34 is nearest to 30.

T

4. U

T

E Write these numbers in numerals. 1. Sixty-four

1. 29

2. 57

3. 24

2. Thirty-four

4. 75

5. 91

6. 63

3. Ninety-seven

7. 9

8. 87

9. 35

4. Fifty-nine





Revision

9

Strand Strand Unit

All All

U

6

Let’s Look Back

A 1. What time is it?

(a)

(b)

(c)

(d)

(e)

2. Draw hands on clocks to show each time. (a)

1 2

past 8

(b) 7 o’clock

(c)

1 4

(d)

to 4

1 4

(e)

past 11

1 4

to 12

B What fraction of each shape is shaded? 2.

1.

4.

3.

C Name these 2D shapes (e.g. square, circle, oval, triangle, rectangle). 1.

2.

__________

3.

__________

4.

__________

__________

5.

__________

D How much money does each purse contain?

Objectives

E

What coins would you need to make the following amounts?

(a) 40c

Revision

(b) 25c

(c) 60c

(d) 32c Strand Strand Unit

All All

(e) 53c

Let’s Look Back A Adding and subtracting. 1.

TU 68 +31

2. T U 52 +25

3. T U 66 +24

4. T U 17 +49

5. T U 65 – 14

6. T U 58 – 15

7. T U 92 – 53

7

8. T U 42 – 17

9. 45 + 63 = ___

10. 47 – 15 = ___

11. 9 + 64 = ___

12. 85 + 13 = ___

13. 19 + 72 = ___

14. 91 + 41 = ___

B

Back to school. 1. Mr Murphy sold 34 Maths books on Saturday and 27 on Sunday. How many did he sell altogether over the weekend? 2. What time is it on the clock above? 3. What fraction of the clock is green? 4. Sophia’s mum bought a pencil case for 60c. What 2 coins did she use to pay for it? 5. Laura bought 2 packets of colouring pencils. If there were 24 pencils in each packet, how many colouring pencils did she have altogether? 6. All schools go back in September. How many months are there from then until the end of the year? 7. 84 people went into Mr Murphy’s shop on Saturday and 56 went in on Sunday. How many more people were in the shop on Saturday?

Objectives

8. If Mr Murphy opens his shop for 8 hours each day of the week, for how many hours is the shop open each week?

Revision

Strand Strand Unit

All All

8 A

ow the

Place Value

1

kn is to oal igit within g d My e of a t number.

i u val two-dig a

Warm-up. Listen to your teacher. H

T

U

2 7 5

Every digit has a value. You know a digit’s value by its position within a number. 2 has the highest value. It is worth two hundred or 200. 7 has the second highest value. It is worth _ _ _ _ _ _ _ or 70. 5 has the lowest value. It is worth _ _ _ _ or _.

B Write the values of these notation boards. T

U

T

C Draw the numbers on the notation boards. T

U

T

37

D How many tens and units?

Objectives

1. 35 = ___ tens + ___ units

U

T

U

U

T

U

48

19

E Write the value of the underlined numeral? (E.g. 45 = 5)

2. 52 = ___ tens + ___ units

1. 47

2. 92

3. 63

4. 68

3. 17 = ___ ten + ___ units

5. 47

6. 46

7. 81

8. 47

4. 55 = ___ tens + ___ units

9. 67

10. 90

11. 82

12. 35

5. 91 = ___ tens + ___ unit

13. 76

14. 18

15. 94

16. 61

3001 Explore and identify place value in whole numbers, 0–999.

Strand Strand Unit

Number Place Value

9

Topic 1: Place Value A 1. Write the number where 5 has the highest value.

(a) 251 527 385

Example

(b) 356 975 541

2. Write the number where 2 has the lowest value.

(a) 248 582 921

562

5 Hundreds or 500

2 Units or 2

6 Tens or 60

(b) 562 120 239

B What is the value of the underlined number? (E.g. 325 = 2 tens or 20) 1. 345

2. 712

3. 375

4. 134

5. 945

6. 376

7. 256

8. 209

9. 471

10. 210

11. 789

12. 390

13. 164

14. 257

15. 941

16. 594

17. 205

18. 600

19. 812

20. 462

21. 172

22. 362

23. 791

24. 674

C What is the greatest number you can make for each set of numerals? 4

2

5

7

9

3

1

4

8 9 1

0 7

6

Objectives

D Listen to your teacher. Play the Waddle and Slide game. 1

2

3

4

5

6

7

8

9

10

11

12

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

59

60

61

62

63

64

65

66

67

68

69

70

71

72

73

74

75

76

77

78

79

80

81

82

83

84

85

86

87

88

89

90

91

92

93

94

95

96

97

98

99

100

3002 Read, write and order three digit numbers.

Strand Strand Unit

Number Place Value

5

8

0 5

If you get t he w ro n answer slid g e b a 2 plac es! ck

If you get the cor rec t answer waddle fo rwar 5 place d s!

10

Topic 1: Place Value

A Place the following numbers in order starting with the highest. 1. 45, 67, 17

67, 45, 17

2. 89, 21, 20

3. 90, 50, 120

4. 573, 245, 572, 356

5. 98, 4, 67

6. 12, 56, 65

7. 134, 34, 267

8. 200, 222, 202, 2001

9. 91, 41, 19, 107

B Write how many hundreds, tens and units are in each of these numbers. 1. 156 = 1 hundred, 5 tens and 6 units

2. 345 = ___ hundreds, ___ tens, ___ units

3. 672 = ___ hundreds, ___ tens, ___ units 4. 251 = ___ hundreds, ___ tens, ___ unit 5. 906 = ___ hundreds, ___ tens, ___ units 6. 524 = ___ hundreds, ___ tens, ___ units 7. 840 = ___ hundreds, ___ tens, ___ units 8. 122 = ___ hundred, ___ tens, ___ units

C Answer the questions.

1. What’s the greatest number that you can make using the digits 9, 5 and 1? 2. Which number is greater, 761 or 999? 3. In the number 567, what digit is in the tens place? 4. In the number 562, the five is in the ___ place. 5. What’s the least number you can make using the digits 9,7 and 4? 6. Write the number: six hundred and thirty-six. 7. In the number 789, which digit has the greatest value? 8. What is the value of the eight in the number 845? 9. Write the number: nine hundred and two. Rounding to the nearest ten 1 2 3

4

5

6

Round down 1 2 3 4

Round down Round down Round down Round down

   

8

9

Round up

61 becomes 60 32 becomes ___ 53 becomes 50 84 becomes ___

5 6 7 8 9

D Round each of these numbers to the nearest ten.

Objectives

7

Round up Round up Round up Round up Round up

    

85 becomes 90 76 becomes ___ 27 becomes ___ 18 becomes ___ 9 becomes ___

1. 12

2. 23

3. 39

4. 48

5. 52

6. 64

7. 47

8. 45

9. 111

10. 248

11. 427

12. 315

13. 619

14. 737

3002 Round whole numbers to the nearest ten.

Strand Strand Unit

Number Place Value

Topic 1: Place Value Rounding to the nearest hundred 10 Round down  112 rounds down to 100 20 Round down  325 rounds down to 300 30 Round down  234 rounds down to 200 40 Round down  548 rounds down to ___

50 60 70 80 90

Round up Round up Round up Round up Round up

    

11

350 rounds ___ to 400 268 rounds ___ to ___ 576 rounds ___ to ___ 182 rounds up to ___ 97 rounds up to ___

A Round each of the following numbers the nearest hundred. 1. 104

2. 198

3. 143

4. 145

5. 172

6. 155

7. 202

8. 289

9. 360

10. 450

11. 797

12. 256

13. 526

14. 817

15. 369

16. 620

17. 70

18. 159

19. 913

20. 279

B Round each fish to the nearest hundred. Then match each fish to the correct penguin. 138

341

210

200

100 600 300

551

900

875 r work Pai

C Mystery number. What number am I? 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

1. I am between 15 2. and 20. I’m an odd number. I’m closer to 15 than 20.

I am an even 3. number. I round down to ten. I am not the answer to the sum 7+7.

I am an odd 4. number. I round up to 10. I only have one digit. I am 5 more than 4.

D Answer the questions.

1. Marco was given €100 for Christmas. He wants to buy DVDs in a sale. Each DVD costs €8.99. How many can he buy?

Objectives

2. Shane’s sticker album has 100 pages. Each page holds 10 stickers. If Shane gets 9 stickers in a pack each week, after 6 weeks, approximately how many pages of his sticker book will be filled? 3002 Round whole numbers up to the nearest ten or hundred.

Strand Strand Unit

Number Place Value

I round to twenty. I am even. My first digit is the same as my second digit.



12

1

Check Up!

A Explain it! Using cubes and the place value mat, discuss and explain place value.

B Do it!

1. (a) 45 = __ tens, __ units

(b) 78 = __ tens, __ units



(d) 708 = __ hundreds, __ tens, __ units

(c) 235 = __ hundreds, __ tens, __ units

2. What is the value of the underlined number?

(a) 34

(b) 89

(c) 134

(d) 546

(e) 943

3. What is the largest number you can make with the following digits?

(a) 9 3 4

(b) 1 4 2

(c) 4 1 6

(d) 0 7 1 (e) 2 5 1

4. Put the following numbers in order starting with the smallest.

(a) 127, 87, 692, 507

(b) 701, 452, 89, 387

(c) 451, 39, 647, 3

5. Round the following to the nearest ten.

(a) 28

(b) 42

(c) 94

(d) 65

(e) 12

(d) 250

(e) 517

6. Round the following to the nearest hundred.

(a) 123

(b) 645

(c) 789

C Solve it! Make up your own place value puzzle or questions, then swap with a partner. D Say it!

1. 742 is the _l _ _ _ _ _ _ number you can make with these digits: 2, 7 and 4. 2. 67 _r _ _ _ _ _ _ to the nearest ten is 70. 3. The 4 in 43 is 4 _ _ _ _. s 4. 578 rounded to the n _ _ _ _ _ _ _ hundred is 600.

e it! E Shar

472

552

347

These are the numbers that Clodagh, Naomi, Maria, 954 568 Ciara and Sinéad wore when they ran in a marathon. Each of the 999 runners in the marathon wore a different number. The first person to sign in for the race got number 1 and the last person to sign in got number 999. Can you work out each girl’s number using the following clues? • Clodagh had the lowest number.

• Maria was last to sign in for the race.

• The digit in the tens place on Ciara’s shirt is one more than the digit in the tens place on Clodagh’s shirt.

• Sinéad and Ciara’s numbers were closest to each other in line. • Naomi’s number is lower than Ciara’s.

to

Warm-up. Listen to your teacher. bei ck ge bla whit e

y gre





10 8 5 12

y

crea m

rple u p

11 5

na v

7 9

ois e n ow br

pin

g ee

k

n

B Warm up.

o r a n ge

10 6 11 5 12 7

turqu



8 9

red

blue



llow e y

let

A

13

Addition

2

vio

m b er s add nu

to l is n 100. goa e tha y M m or

1. 3 + 6 = ___

2. 3 + 3 = ___

3. 4 + 4 = ___

4. 4 + 4 = ___

5. 6 + 6 = ___

6. 5 + 5 = ___

7. 7 + 8 = ___

8. 6 + 6 = ___

9. 9 + 6 = ___

10. 7 + 7 = ___

11. 5 + 7 = ___

12. 8 + 8 = ___

13. 8 + 3 = ___

14. 9 + 9 = ___

15. 9 + 4 = ___

16. 8 + 5 = ___

17. 9 + 3 = ___

18. 10 + 10 = ___

19. 11 + 11 = ___

20. 12 + 12 = ___

21. 4 + 6 + 8 = ___

22. 4 + 5 + 2 = ___

23. 3 + 8 + 4 = ___

24. 4 + 5 + 7 = ___

25. 6 + 9 + 7 = ___

26. 2 + 6 + 8 = ___

C Complete the Magic Squares so that each vertical, horizontal and diagonal line add to the same number. 1.

9

4

2

5

2.

10

7

8 4.

5

5.

Objectives

2

• 305a Add without renaming within 999. • 306a To know and recall addition facts.

8

10

11

0

4

14

6

6 7

3.

10

6.

5

8

10

3

Strand Strand Unit

16

Number Operations

4

0 7

14

Topic 2: Addition

A Adding tens and units. 1.

TU 48 +21

2. T U 35 +34

3. T U 26 +43

4. T U 38 +15

5. T U 47 +27

6. T U 53 +27

7. T U 65 +34

8. T U 13 +81

9.

T U 10. T U 11. T U 12. T U 13. T U 14. T U 15. T U 16. T U 15 26 18 28 39 16 5 24 23 31 26 13 16 18 67 31 +18 +34 +38 +26 +44 +49 +11 +43

B Answer the questions.

1. The children have counted the books they have read. How many books altogether have been read by the three classes? 2. The principal treated the children in 1st, 2nd and 3rd classes to an apple each. How many apples did she buy if she also bought one for herself and the teachers?

Rang a hAon

Rang a Dó

29 pupils

25 pupils

31 books

35 books

27 pupils

33 books

Rang a Trí

C Adding above 100. Estimate and then add the following.

Example HTU 87 + 151 6 143

1.

HTU 56 + 73

6. H T U 28 38 + 48

2. H T U 82 + 36 7. H T U 59 73 + 47

3. H T U 73 + 68 8. H T U 58 52 + 80

4. H T U 94 + 56

9. H T U 10. H T U 69 45 7 63 + 46 + 39

Objectives

11. Gina had 27 photos, Tina had 36 photos 12. How many pages are and Mena had 41 photos. How many in three books if each photos have they altogether? book has 76 pages? 13. 63 + 97 + 4 = ___ 14. 82 + 17 + 77 = ___ 305a Add with and without renaming within 999.

Strand Strand Unit

5. H T U 31 + 89

Number Operations

Topic 3: Addition A Adding hundreds. Estimate and then add. 1. H T U 2. H T U 3. H T U Example HTU 396 + 514 2 938

153 +286

240 +183

357 +426

4. H T U 159 +550

6. H T U 176 +335

7. H T U 328 +388

8. H T U 414 +496

9. H T U 515 +285

10. H T U 425 +132

11. Captain Jack has been counting his treasure.

158 gold coins



(a) How many coins has he?

257 silver coins



(b) How many jewels has he?

394 pearls

12.

HTU 135 208 +146

13.

HTU 216 181 +341

14.

78 rubies

HTU 247 193 +156

B Match the answers to the correct colour bulbs.

368 + _159 _+ _208 _= 735 215 + _318 _+ _147 _= ___ 127 + _176 _+ _199 _= ___ 108 + _147 _+ _184 _= ___ 413 + _ 73 _+ _265 _= ___ 213 + _507 _+ _225 _= ___ 147 +_ 258 _+ _469 _= ___ Objectives

5. H T U 238 +294

15

305a Add with and without renaming within 999.

1482735065 2568074563 5206205023 3439584249 0862347751 2357945372 2287484736 Strand Strand Unit

Number Operations

16

Topic 2: Addition

A Round each number to the nearest ten and add.

x a m p l e 37 + 62 + 11 E

40 + 60 + 10 = 110

1. 31 + 35 = ___

2. 41 + 81 = ___

3. 58 + 68 = ___

4. 47 + 54 = ___

5. 62 + 88 = ___

6. 89 + 75 = ___

7. 13 + 54 + 69 = ___

8. 46 + 36 + 88 = ___

9. 95 + 56 + 45 = ___

B Round each number to the nearest 100 and add. Example: 260 + 320 + 188

300 + 300 + 200 = 800

1. 460 + 320 = ___

2. 180 + 280 = ___

3. 710 + 66 = ___

4. 801 + 141 = ___

5. 85 + 185 = ___

6. 287 + 287 = ___

Example

Round 837 to the nearest ten. 837 is rounded to 800.

800

850

7. 123 + 227 + 368 = ___

C Number puzzle

2 39 11 24

1. Find two green numbers that add to 30.

27 43 6 13

2. Find two blue numbers that add to 90. 3. Find the numbers on the square to finish the sum. ___ (b) 40 = 9 + ___ (c) 60 = 47 + ___ (a) 20 = 11 + 4. Find a blue and a green number that add to: (b) 50 (c) 30 (d) 40 (a) 20

47 5 35 25 18 31 48 9

(e) 60

5. (a) List all of the even numbers in the square.

(b) What is the total of the even numbers?

D More than

Objectives

1. 2. 3.

Amy has 60 cards. Ben has 15 more than Amy. (a) How many cards has Ben? (b) How many cards have they altogether? Con has 80c. Natalie has 20c more than Con. (a) How much has Natalie? (b) How much have they altogether? Mr T sent 260 text messages last year. Mrs T sent 55 text more than that. How many text messages did they send altogether?

307a Solve word problems involving addition.

400

Strand Strand Unit

Number Operations

Check Up!

2

17

A Explain it! Little Johnny has lost his memory. Can you help him to understand what addition is? Use cubes to help you!

B Do it!

1. 7 + 11 = ___ 2. 9 + 8 = ___

5.

3. 3 + 7 + 10 = ___

5 6 6. 3 8 7. 5 8 8. 2 5 +23 +61 +37 +55

13. Round to the nearest 10 and add.

(a) 34 + 67

(b) 65 + 16

23 14 +26

9.

10.

35 11 +27

4. 12 + 35 + 22 = ___ 11.

1 4 6 12. 5 6 7 173 245 +267 + 123



(c) 14 + 59

(d) 49 + 37

(c) 135 + 504

(d) 642 + 201

14. Round to the nearest 100 and add.

(a) 460 + 270 (b) 385 + 270

C Solve it!

1. Laura read 16 pages of her book on Monday night, 15 on Tuesday and 27 on Wednesday. How many pages did she read altogether over the three days? 2. Jane was in school 167 days this year, Sarah was in 22 more days than her. For how many days was Sarah in school? 3. Emily has 356 stickers in her sticker collection. Her brother has 89 more than her. How many stickers does her brother have? 4. Jimmy owns a farm. He has 145 sheep, 45 chickens, 8 pigs, 15 horses and 167 cows. How many animals has he altogether?

D Say it! Write an addition word problem for the following words: add

more than

altogether total

E Share it!

14

3

Using any number as many times as you want, make each line add to make 20. Can you find more than one way to do it? Make up your own puzzle!

4

9

18 A

3

Time

tell the

is to oa l ar es t g he ne My to t s.

tim

Warm-up. Listen to your teacher.

5 minutes past 10 minutes past 1 4

B How many minutes are in one hour?

How many minutes are in two hours?

Half past

How many seconds are in 3 minutes?

The ‘minutes to’ side

C

The ‘minutes past’ side

past

20 minutes past

How many seconds are in one minute?

How many days are in one leap year?

e minut five

Minutes past

What time is it Mr Wolf?

How many hours are in one day?

e

25 minutes past

There are 5 minutes between each number on the face of a clock

D Write the time to the nearest five minutes. 1.

2.

5.

4. A clock is split into two sides. 1. (a) What fraction of this shape is shaded? Is it 14 or 12 ? ___

(b) When the big hand points here, is it 12 or 14 past?

E Listen to your teacher.

Play the Human Clock game.

2. (a) What fraction of this shape is shaded? Is it 14 or 12 ? ___

(b) When the big hand points here, is it 12 or 14 past?

Objectives

3. What fraction of this shape is shaded? Is it 14 or 12 ? ___

• 355.5 Consolidate and develop further sense of ing time. • 345 Read time in five-minute intervals on analogue clocks.

Strand Strand Unit

Measures Time

3.

6.

Topic 4: Time A Write the times. 1.

2.

___

3.

7.

___

past 2

10.

___

2. 10 past 6

3. 25 past 8

7. 20 past 7

8.

1 4

4.

past 11

1 4

5. 20 past 4

past 7

9. 25 past 12

1.

2.

10. 10 past 8

3.

to ___

20 minutes to 4.

25 minutes to

___ 8.

___

D What time comes ten minutes before and after these times?

Objectives

___

C Write the times.

Minutes to 5 minutes to 10 minutes to 1 4

___

9.

___

B Draw clock faces to show the times. 1 2

___

8.

___

1. 20 past 6

5.

___

___

6.

6.

4.

1. 3 o’clock

(a) 10 to 3

(b) 10 past 3

2. 10 past 5

(a) ___

(b) ___

3. 20 to 11

(a) ___

(b) ___

4.

1 4

past 8

(a) ___

(b) ___

5.

1 2

past 6

(a) ___

(b) ___

• 356 Read time in five-minute intervals on analogue clocks. • 358 Record time in analogue form.

Strand Strand Unit

Measures Time

___ 9.

___

___

19

20

Topic 3: Time The digital clock On a digital clock, the day begins at 00:00 (midnight). The number of hours that have ed since midnight.

6

The number of minutes after the hour.

10

A Write the digital times. One is done for you. 1. 1 o’clock = 1:00

B

2. 5 past 4 = ___:05

3. 10 past 3 = 3:___

4.

1 4

past 8 = ___:15

5. 20 past 6 = 6:___

6. 25 past 2 = ___:25

7.

1 4

past 9 = 9:___

8. 25 to 5 = ___:35

9. 20 to 11 = 10:___

Write each of the following in digital time. One is done for you. 1. 5 past 6 = 6:05 past 10 = ___

5.

1 2

past 5 = ___

6. 25 to 6

7. 25 past 2 = ___

8.

1 4

to 7

9. 20 past 8 = ___

4.

1 2

3. 20 past 11 = ___

2. 10 to 3 = ___

= ___

= ___

C Which is the correct digital time? 1.

2.

3.

___ 4:00

11:00

7:30

___ 5:30

3:00

___

7:30

5:00

5:30

9:00

D Show the same time on both clocks. 1.

2.

11

10

3.

4.

Objectives

7

• 356 Read time in five-minute intervals on digital clocks. • 358 Record time in digital form.

Strand Strand Unit

Measures Time

20

Topic 3: Time A In the zoo

1. What time does Paul’s party start? 2. Is the party in the morning or the afternoon?

You are invited to a party, a wild time is waiting for you! Come us to celebrate Paul’s party in the zoo!

3. Where is Paul’s party? 4. How long will Paul’s party last? 5. If it takes 15 minutes to get to the zoo from Paul’s house, what time will they arrive at the zoo?

Date: Saturday 16th October Starting time: 2 o’clock Finishing time: 5:30 Meeting at Paul’s house!

6. ing that it takes 15 minutes to get to and from the zoo, how long will they spend in the zoo if they get back to Paul’s house at 5:30? 7. What animals would you like to visit if you went to the zoo? Put them in order with your favourite first?

PRICES Child: €4 Adult €6.50

8. How much would it cost for 5 children and 2 adults to get into the zoo?

B Answer the questions.

1. A football match started at 11:10am. It lasted for 35 minutes. What time did it end?

2. During a test, Max answered one question every 5 minutes. How long did it take him to answer 10 questions? 3. Hannah baked a birthday cake for her mum. She put the cake into the oven at 2:30 and left it to cook for 40 minutes. What time was it when she took out the cake?

C

Challeng

e

Yo u

r s e lf !

1. Eva runs one lap of the school track in 4 minutes. How long will it take her to run 3 laps? 2. If Jason runs a lap 2 minutes faster than Eva, by how many minutes will Jason beat Eva?

Objectives

3. One day, Eva, Jason and their classmate Sarah decided to race each other. Eva ran the race in 4 minutes. Jason did it in half that time. Sarah beat Eva by 2 minutes and 30 seconds. Who won the race? By how much did they win the race? 360 Solve and complete practical tasks and problems involving times and dates.

Strand Strand Unit

Measures Time

21

22

Check Up!

3

A Explain it! Using a clock to help you, pretend you are teaching your younger brother or sister to tell the time.

B Do it!

1. What time does each clock show? (a) (b)

(c)

2. Draw hands on clocks to show each time. (a) 10 past 5 (c) 5 to 11 (b) 14 to 6

(d)

(d) 20 past 10

3. Write the following times in digital. The first one is done for you. (a) 10 past 3 = 3:10 (b) 20 to 7 = ___ (c) 25 past 9 = ___ (d) 4. Show the same time on both clocks. (a)

(b)

7

20

C Solve it!

Roberto has a lot to do on Sunday. Match the times to each event that he has planned. • He will walk the dog first. • He will call for a friend when the minute hand is on 6. • 15 minutes after one event he will play. • He will eat lunch at noon.

it! D Say

1. There are 24 ________ in one day. 2.

1 4

of an hour is ________ minutes.

3. It takes 30 ________ for the minute hand to travel from 12 to 6. 4. A ________ clock begins at 00:00. 5. An analogue clock has two hands. It has an hour and a ________ hand. 6. There are 15 minutes in a quarter of an ________. 7. There are 60 ________ in a minute.

1 4

to 12 = ___

learn

to l is goa llel lines y M para

A

Lines and Angles

4

t de. tha side by si n ru

23

Warm-up. Listen to your teacher. Simon Says.

Parallel lines Parallel straight lines are lines that run side by side and never meet, e.g. a railway track.

B Mark the parallel lines on the picture. 1.

2.

3.

C Which ones are parallel lines? 1.

2.

3.

4.

5.

6.

7.

8.

9.

Objectives

D Count the parallel lines in the picture.

344 Identify, describe and classify parallel lines.

I found ___ sets of parallel lines.

Strand Strand Unit

Shape and Space Lines and Angles

24

Topic 4: Lines and Angles Horizontal lines

Horizontal line

Vertical line

This is a picture of the horizon. This is where we get the word ‘horizontal’ from. Horizon

A Tick the correct boxes for each picture. 1.

Parallel Horizontal Vertical

2.

Parallel Horizontal Vertical

3.

Parallel Horizontal Vertical

4.

Parallel Horizontal Vertical

5.

Parallel Horizontal Vertical

6.

Parallel Horizontal Vertical

B Look around you.

1. How many parallel lines can you find? 2. Make a list of all the parallel lines you can see. 3. Make a list of where parallel lines appear in sports.

C Can you follow your

r work Pai

partner’s instruction?

D

Puzzle. Are the lines parallel?

Take a pencil and blank piece of a paper. Your partner will describe a picture to you, using some of the that you have been learning about. Draw what your partner describes. When you are finished drawing, compare the pictures.

Objectives

How did you do? 344 Identify, describe and classify vertical and horizontal lines.

Strand Strand Unit

Shape and Space Lines and Angles

Topic 4: Lines and Angles A Angles

1. Can you find 10 angles on this house? Colour them in. One is already done for you. 2. Can you add any other angles to the picture (e.g. birds, car, swing)?

Right angles This angle is called a right angle. It is made when a vertical line and a horizontal line meet together at a point. right angle

When we look around there are right angles everywhere! Shapes

Objects

B Right angles

1. Find at least 4 right angles in each picture. (a) (b)

(d)

(c)

(e)

(f)

2. In your copy, draw some items in your classroom that have right angles.

C Angle game

1. Use lollipop sticks to create right angles, angles smaller than a right angle and angles larger than a right angle.

Objectives

2. Can the children on your table recognise the type of angle it is? • 345 Recognise an angle in of rotation. • 347 Solve problems involving lines and angles.

Strand Strand Unit

Shape and Space Lines and Angles

25

26

Topic 4: Lines and Angles Types of angles Right angle

Less than a right angle

A Write the names of these angles. 1.

2.

Greater than a right angle

3.

4.

B Angles

1. How many angles can you see inside each shape? (a)

(b)

(c)

(d)

2. Which of the above shapes have right angles? ___ 3. (a) number of angles number of right angles ___

(b)



(d)

(c)

number of angles

___

(e)

number of angles

number of angles

1. How many angles can you find?

2. Colour in your design with different colours for parts that are side by side.

D Circle the fish with right angle mouths!

Strand Strand Unit

___

number of right angles ___

C Use a ruler to draw 7 or 8 lines ed together.

Objectives

___

number of right angles ___

number of right angles ___

346 Classify angles as greater than, less than or equal to a right angle.

(f)

Shape and Space Lines and Angles

27

Check Up!

4 A Explain it! Create a fact page.

Explain to the reader all they need to know about lines and angles. Use diagrams and examples to help you. Swap with your friend and see if theirs is helpful.

B Do it!

1. Write whether these lines are horizontal, vertical and/or parallel. (a)

(b)

(c)

2. Draw a shape in your copy with 4 right angles. 3. Draw the shapes: (a) right angle

(b) larger than a right angle

(c) smaller than a right angle 3

C Solve it!

1. Line 1 and line 2 are parallel. True or false? 2. Line 1 is vertical. True or false?

1 3. Where line 3 meets line 1 a right angle is made. True or false? 4. Line 3 is horizontal. True or false? 5. Line 2 is horizontal. True or false?

2 4

6. Line 5 is vertical. True or false? 7. The angle at 4 is smaller than a right angle. True or false?

5

8. Line 3 is vertical. True or false?

D Say it! Read the clues and figure out the answers. 1. Straight lines that run side by side and the same distance apart. _ _ _ _ _ _ _ _ 2. When two straight lines meet at a point or a corner. _ _ _ _ _ 3. Often seen in 2D shapes, this is also known as a square angle. _ _ _ _ _ 4. This line runs in the same direction as the horizon. _ _ _ _ _ _ _ _ _ _ 5. This line runs in the opposite direction to the horizon. _ _ _ _ _ _ _ _

E Share it!

Draw a real-life picture using the following lines and angles.

oupwor Gr k

28

Maths in a Stadium!

Action from the match

1. How many players can you see in the main picture? 2. What is the total if you add up all the jersey numbers that you can see? 3. How many right angles would you find in one goal area of a football pitch? 4. The stadium has 50,000 seats. 7,653 are empty. How many spectators are at the match? 5. It took Mr Stitch 20 minutes to sew one number onto a footballer’s jersey. How long would it take him to sew 3 numbers on? 6. The license plate number of Mr Stitch’s car is 11-D-675. What is the value of the numeral 7 in his license plate number? 7. Joe bought a plastic football costing €2 in the football souvenir shop. He handed the shopkeeper €5. How much change should he get back? 8. How much money would a family of four save by getting the special offer on tickets? 9. How much would it have cost the same family if there was no special offer? 10. The match started at 2 o’clock. Look at the scoreboard and work out what time it is now. 11. Who do you think will win this match?

Shopping for soccer fans!

Maths in a Stadium!

Av i

va

m u i d Sta

Look! Special offer on tickets today! Adult: €30 Child: €10 Family of 2 adults and 2 children: €70

12. On Tuesday, 200 tickets were sold for the North Stand, 78 tickets were sold for the South Stand and only 9 tickets were sold for the East Stand. How many tickets were sold altogether on Tuesday? 13. The match lasts for 90 minutes, with another 15 minutes in the middle for half time. What time will the match be over? (Tip: Look back to question 10!) 14. The car park holds 670 cars. How many cars are parked there now? 15. If there were 785 people in a stadium that could hold up to 999 people, how many seats would be empty?

29

30

MENTAL MATHS 1

A 1. 6 + 3 + 9 = ___ 2. What is the value of the 6 in 763? 3. What 3 coins are needed to make 80c? 4. What time does it show on the clock? 5. Sam has 20c. She buys a rubber costing 8c. How much change does she get? 6. What fraction of the shape is shaded?

7. What must be added to 15 to make 21? 8. What is the difference between 20 and 50? 9. Make the biggest number possible using the following digits 1, 4 and 2. 10. What is the missing number? 2, 4, 6, ___, 10, 12.

___ 10

___________. (horizontal, diagonal, vertical). B 1. This line is 2. What is the sum of 5, 7 and 3? 3. What is 11 more than 9? 4. What time is it half an hour after 2 o’clock? 5. Elena bought 4 sweets costing 5c each. How much did they cost altogether? 6. Name this shape.

7. Take 15 from 25. 8. What change does Jerry get from 50c if he buys a pencil for 20c and a pen for 20c? 9. What is 12 of 10? 10. A triangle has ___ sides.

___ 10