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MATHEMATICS Set 4 – Number and Calendar

Early Childhood Activity Book

MATHEMATICS

MATHSAC004

Mathematics

Set 4 Number and Calendar

Early Childhood

Activity Book

First published 2012

ISBN 9780730744245

SCIS 1563625

© Department of Education WA 2012

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© Department of Education WA 2012 – MATHSAC004 1

Number and Calendar Activity sheet – Day 1

Head first – Day 1

1. Count by fives

2. Which shape?

Loop the shape that does not belong.

a) It does not belong because ___________________________________

b) It does not belong because ___________________________________

c) It does not belong because ___________________________________



3. Counting by three

1 lot of 3 is

2 lots of

3 is

3 lots of

3 is

4 lots of

3 is

5 lots of

3 is

6 lots of

3 is

7 lots of

3 is

8 lots of

3 is

9 lots of 3 is

10 lots of 3 is

3 6

4. Ogg or not?

An ogg is any shape with a curved line. Look at the shapes below and loop the oggs.

6

5

4

3

2

1



Let’s explore

Ways to show 16

How many different ways can you show me 16? Can you do as many as possible without using the digits 1 and 6?

How many ways?

16



Digging in

Activity 1: Counting on

1.1 I can count

1.2 Counting 1 to 200

Complete the 200 number grid.

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 56 57 58

64 65 69 70 71 73 75 77 79

82 84 86 88 90 91 92 96 98

102 105 110 111 113 115 117 119

122 124 126 128 130 135 136 140 142 147

151 153 154 158 161 165 169 170

172 174 177 181 186 190

192 193 195 198



1.3 Number spotter

Jack found the following pieces of paper with numbers on the ground during one of his adventures. Put counters on your 200 grid where you spot the numbers. What letter has been made by the counters?

1.4 Number detective

Finish the table with numbers that you choose from your 200 grid.

Your numerals Your numbers in words Where have you seen these

numbers?

50 fifty on money

31 thirty-one on my January calendar

198 one hundred and ninety-eight in my phone number



Activity 2: Comparing numbers

2.1 On the grid

2.2 More than spotter

Loop the calculators that show more than 90.

2.3 Less than spotter

Loop the calculators that show less than 102.

2.4 Be the teacher

Read the sentences. Tick the box if they are correct and cross if they are incorrect.

17 is less than 70

42 is more than 45

185 is less than 106

163 is more than 153

41 is less than 141

200 is more than 199



2.4 Numbers between

Look at the numbers that are less and more. Find a number on your 200 grid that is between the two numbers.

Less Between More

117

123

135

90 105

101 107

180 199

145 176

112 188

76 111



2.5 Number ladders

Choose numbers from your 200 grid. Complete the ladders so there is a number in each space.

I can read all the numbers on these ladders!



200 grid

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

101 102 103 104 105 106 107 108 109 110

111 112 113 114 115 116 117 118 119 120

121 122 123 124 125 126 127 128 129 130

131 132 133 134 135 136 137 138 139 140

141 142 143 144 145 146 147 148 149 150

151 152 153 154 155 156 157 158 159 160

161 162 163 164 165 166 167 168 169 170

171 172 173 174 175 176 177 178 179 180

181 182 183 184 185 186 187 188 189 190

191 192 193 194 195 196 197 198 199 200



This page has been intentionally left blank.




1. Say a number more than

2. Follow and finish

Follow the bead string and finish this number pattern.

Add one more bead onto the string. What number should it be? _______



3. Order, order

Order the coins with a number from least to most valuable.

1

4. How many corners?

Write how many corners these 2D shapes have inside each shape and then colour them in the colours shown. One has been done for you. Three corners – colour blue Four corners – colour green



Digging in

Activity 1: More or less

1.1 One less, one more

Use your 200 grid to complete the table:

1 less Grid number 1 more

76

109

141

192

100

180

1 more is the number after on the grid.

1 less is the number before on the grid.



1.2 Ten less, ten more

Use your 200 grid to complete the table:

10 less Grid number 10 more

66

119

151

182

100

170

1.3 Less work, more fun!

Answer these questions after playing the game. a) Where did you land on your last turn? _______ b) Did you end up on a number that is more or less than 100? _______ c) What was easier for you to find?

Numbers that were less than Numbers that were more than

d)

10 more is the number below on the grid. Check by counting forward 10!

10 less is the number above on the grid. Check by counting back 10!



Activity 2: Numbers in their place

2.1 Let’s talk bundles

Place value chart

Matchsticks

Name of unit hundred bundle ten bundle matchstick

Place value Hundreds Tens Ones

Value 100 10 1

132 matchsticks could look like this



2.1 Let’s talk bundles (continued)

Place value chart

Matchsticks

Name of unit 1 hundred bundle

3 ten bundles 2 matchsticks


Number 1 3 2

132 is made up of one hundred, three tens and two ones.

Or we could group them together to make them easier to count.



2.2 Special zero

Place value chart

Matchsticks

Name of unit

1 hundred bundle

0 ten bundles 4 matchsticks


Number 1 0 4

Now complete these activities on your own.

The number is 104. Zero helps to hold the tens and ones in their place. In 104, the zero holds the tens place.



2.3 How many are shown?

a)


Number

The number is

b)


Number

The number is

c)


Number

The number is



2.4 Which number?

Clumsy Jack keeps dropping his matchsticks. Look at the amounts and write them in the box below. a)

hundreds tens ones

The number is

b) c)

hundreds tens ones hundreds tens ones

The number is The number is

Oops! Please count my matchsticks.



2.5 Match the matchsticks

Look at the bundles below and use a line to join the number on the matchbox to the correct amount of matchsticks.

_____ hundreds ____ tens ____ ones

The number is ________







2.6 Which bundle?

a)

_____ hundreds ____ tens ____ ones The number is ________

Find the number that is:

1 more 10 more

1 less 10 less

b)

_____ hundreds ____ tens ____ ones The number is ________

Find the number that is:

1 more 10 more

1 less 10 less



2.7 Thinking about matchsticks

a) Place Value chart

Matchsticks


Number

The number is

b)

Hundreds Tens Ones

The number is



200 grid

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

101 102 103 104 105 106 107 108 109 110

111 112 113 114 115 116 117 118 119 120

121 122 123 124 125 126 127 128 129 130

131 132 133 134 135 136 137 138 139 140

141 142 143 144 145 146 147 148 149 150

151 152 153 154 155 156 157 158 159 160

161 162 163 164 165 166 167 168 169 170

171 172 173 174 175 176 177 178 179 180

181 182 183 184 185 186 187 188 189 190

191 192 193 194 195 196 197 198 199 200




1. Say a number less than

2. Groups of two

Make groups of two by counting and looping.

How many groups of two did you make? ______ How many marbles altogether? ______



3. When would I?

Match each activity with the correct time.

4. Flip it

Draw each shape to show how it looks when it has been flipped.

Finish school Get ready for bed Have lunch



Digging in

Activity 1: Comparing place value

1.1 Looking at numbers

Hundreds Tens Ones

The number is

______

4 7 8

The number is

_______ 2 1 4

I’m here to give you a reminder about place value.



1.2 Say that number

Shade the bubble if you are told that you have said the number correctly.

a) 147 b) 290 c) 709 d) 863

e) 442 f) 621 g) 750 h) 514

1.3 Write the number

a) Four hundred and thirteen

b) Eight hundred and ninety-eight

c) Nine hundred and three

d) Six hundred and forty

To get extra practise in reading numbers greater than 100, read numbers from your 200 grid.



200 grid

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

101 102 103 104 105 106 107 108 109 110

111 112 113 114 115 116 117 118 119 120

121 122 123 124 125 126 127 128 129 130

131 132 133 134 135 136 137 138 139 140

141 142 143 144 145 146 147 148 149 150

151 152 153 154 155 156 157 158 159 160

161 162 163 164 165 166 167 168 169 170

171 172 173 174 175 176 177 178 179 180

181 182 183 184 185 186 187 188 189 190

191 192 193 194 195 196 197 198 199 200



1.4 Compare and share

Hundreds Tens Ones

The number is

______

The number is

______

Write the whole numbers to answer these questions. a) Which has more ones? ______ b) Which has more tens? ______ c) Which has more hundreds? ______

d) Which is the larger number? _____________

e) How do you know?

If they have the same amount of hundreds, look as the tens. If both numbers have the same amount of tens, look at the ones.

Look first at the hundreds to see which number has more hundreds.



1.5 Choosing less

____ hundreds ___ tens ___ ones

The number is _________

___ hundreds ___ tens ___ ones

The number is _________

a) Which is the smaller number? _____________

b) How do you know?

c) What made it easier for you to tell which box had less?

Looking at the picture Seeing the numbers

I want to choose the box with the least matchsticks to take with me on my exploration. Which box should I take?



Activity 2: Number expanders

2.1 What has Jack found?

I discovered a number expander on one of my explorations. Look at my number expander.

I want to make some number expanders to help me to see the place values of other numbers. I don’t know how to make my own number expander. Would you help me?



2.2 Make your own number expanders



2.3 Folding number expanders

a)

b)

If I make some folds, it shows my number differently.



c)

d)



2.4 Complete the expanders

Hundreds Tens Ones

a) Show the amount as a number using hundreds, tens and ones.

b) Show the amount as a number using ones.

c) The number is



2.4 Complete the expanders (continued)

Hundreds Tens Ones

d) Show the amount as a number using hundreds, tens and ones.

e) Show the amount as a number using ones.

f) The number is



2.5 Match up

Shade the bubble to show which picture matches the written numeral. a) One hundred and fifteen is the same as

b) Four hundred and thirty-four is the same as

c) Five hundred and eight is the same as



Activity 3: Moving on from matchsticks

3.1 How many nuts?

Jack wants to take some energy snacks with him on his explorations.

100 nuts in a box 10 nuts in a packet 1 nut

Hundreds Tens Ones

The number is

a) Exploration to Lake Eyre

Hundreds Tens Ones

The number is



3.1 How many nuts? (continued)

b) Exploration to the Ningaloo Reef

Hundreds Tens Ones

The number is

c) Exploration to Uluru

Hundreds Tens Ones

The number is

d) Jack takes the most nuts to _______________________ e) Jack takes the least nuts to _______________________



Finding gold

Use the table to help you colour each arc of the rainbow.

Number clue Colour

5 tens green

3 hundreds yellow

7 ones red

8 tens blue

6 hundreds orange




1. Counting in tens

2. Addition and subtraction challenge

7 + 3 = ___ 14 + 5 = ___ 12 + 6 = ___

15 + 5 = ___ 7 + 7= ___ 16 + 3 = ___

18 + 0 = ___ 13 + 5 = ___ 15 + 2 = ___

17 + 3 = ___ 18 + 1 = ___ 6 + 7 = ___

14 + 6 = ___ 16 + 4 = ___ 11 + 8 = ___

5 + 15 = ___ 9 + 9 = ___ 5 + 13 = ___

5 + 6 = ___ 10 + 4 = ___ 8 + 11 = ___

20 + 0 = ___ 6 + 6 = ___ 11 + 6 = ___

8 + 5 = ___ 2 + 2 = ___ 6 + 5 = ___

8 + 9 = ___ 2 + 12 = ___ 8 + 8 = ___

What is your personal best score today?

20



3. Can you stack it?

Which 3D objects can you stack? Shade the bubble underneath.

4. Quarters

a) Add the final quarter to complete the shape.

b) These whole shapes have been cut into quarters. Only one quarter is

shown. Write the name of the whole shape under each shape. Draw the rest of shape.



Digging in

Activity 1: Pattern power

1.1 Perform a pattern

1.2 Making patterns

a) three elements

b) four elements

c) five elements



1.3 Kebab patterns

Help Jack, Matilda and Polly to make fruit kebabs for Dave’s birthday. An order is chosen for putting the fruit on the sticks. a) Repeat the order out loud to say the pattern.

Grape fourth

Pineapple third

Banana second Apple first



1.3 Kebab patterns (continued)

b) Change the order of the fruit. Draw the order below.

c) What fruit could you use that is different to grapes? _____________ d) What fruits will stay the same? ____________________,

_____________________ and _____________________

e)

Draw the new element with the three that will stay the same. Say and point to the new pattern three times.



1.4 Bead patterns

a)

b)

c)

d)

e)



1.5 Make a pattern by counting

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

a) The number pattern I have made is ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ b) What will the next number in the pattern be? ______ c) It’s your turn to make a number line.

d) I will keep counting on this many squares from x. Shade your choice. 2 3 4 5

e) My number pattern is (start from the number above x) ______ ______ ______ ______ ______ ______ ______ ______ ______ ______



Activity 2: Missing elements

2.1 Which bead?

Which bead has fallen off the string? Shade the correct bubble. a)

b)

c)

d)



2.2 The missing tickets

Jack is giving out tickets to a play created by his friends Polly and Matilda. A ticket is missing from each row. Write the missing ticket numbers into the spaces.

2.3 A puzzling problem

Some of the pieces of the puzzle are missing. Write the numbers that are missing in the table.

The missing pieces are:



2.4 Complete the number lines

a)

125 126 127 128 129 131 132 134 136

b)

138 140 142 146 148 152 154 156 158

c)

140 150 155 165 175 185 190 200 205

d)

6 9 12 18 21 24 30 33 36 39

That’s a lot of counting!

Complete the number lines using the counting patterns.



2.5 Missing signs

These evenly spaced signs told Jack the distance he had to travel to get to his next destination. The missing signs are in the box below.

Write the missing number on the signs. a) Kilometres to Kalgoorlie

b) Kilometres to Newman

c) Kilometres to Karratha




1. Counting in fives

2. Complete the number patterns

a) Count forwards and continue the number pattern started with shading. b) Count backwards and complete the number pattern started with lines.

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

c) I counted forwards by ___. I shaded the numbers ___, ___ and ___. d) I counted backwards by ___. I lined the numbers ___, ___ and ___.



3. Can you roll it?

Shade the bubble underneath the 3D objects that can roll.

4. Slide and draw

Slide the shape to the square shown by the arrow. Draw the smiley face in that square. Slide down the next arrow and draw the face. Continue to slide the smiley face and draw it until you finish at the golden star.

Start



Activity 1: Identifying missing elements

1.1 On the shelf

1st 2nd 3rd

11th 12th 19th 20th

a) The three elements in the pattern are ___________________, ________________ and _______________.

b) Write the pattern three times. _____________________________________________________________________________________ _____________________________________________________________________________________



1.1 On the shelf (continued)

c)

I think the 9th object will be

d)


e)


f) Make a sentence using these five words to describe the pattern:

elements order shoe car hat

______________________________________________________

______________________________________________________ g) Use the pattern to work out the object that would be placed in the

21st space. The 21st object would be a ____________.



1.2 A patchwork pattern problem

Jack is making a patchwork quilt as a present for his mother. He gives each colour patch a number to make it easier to remember the order.

a) How many squares does Jack use to make the quilt altogether?

______.

b) Look at the squares 1 to 20. Shade the types of squares that have

odd numbers.



c) Continue counting the patches on the quilt from 21. On each yellow checked patch write its number. For example

d) How many squares do you need to count on each time? _________ e) Jack described the pattern he created when using these patches.

Is Jack correct? ________

f) Select a different patch and continue counting the patches on the

quilt from 21. Write the number on each of your chosen patches as you count. For example

g) How many squares do you need to count on each time? _______ h) Are your patches numbered with odd or even numbers? _______ i) Describe the pattern you have made with your chosen patch.

_______________________________________________________ _______________________________________________________

I started that pattern at 1 and counted on 4 each time.



1.3 Dave’s daring didgeridoo rescue

Start

Finished! You found it!

used cards

new cards



Cut out these game cards.

5, 7, 9, 11, 13, 80, 75, 70, 65,

200, 210, 220, , 240 56, 66, , 86, 96

500, 400, 300, , 100 , 30, 32, 34, 36

999, 998, 997, , 995 500, 600, , 800, 900

0, 3, 6, , 12 , 100, 102, 104, 106



Cut out these game cards.

35, 37, 39, 41, 43, 65, 55, 45, 35,

330, 340, 350, , 370 56, 66, , 86, 96

51, 41, 31, , 11 150, 160, , 180, 190

99, 98, 97, , 95 , 120, 122, 124, 126

30, 33, 36, , 42 , , 400, 390, 380, 370



Activity 2: Following the rules

2.1 Jumping on

50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70

a) The numbers are:

counting back by 1 counting on by 1 counting on by 2

b) What are you jumping by? ____

c) Write the rule: ___________________________________________ d) Use a pencil and continue making the jumps to the end of the

number line. e) The numbers that you land on when you jump are: ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____

f) These numbers are:

even numbers odd numbers odd and even numbers



2.2 Use a rule

Write the number pattern on each coin by following the given rule. a) Start at 69 and add 10.

b) Start at 208 and add 2.

c) Start at 1 000 and subtract 100.

d) Start on an odd number and add 1.

e) Start on an even number and subtract 10.

f) Start on an odd number and add 2.



2.3 What’s my rule?

What rules did Jack and his friends use? Shade the correct bubble.

a)

add 3 subtract 5 subtract 4 add 10

b) add 2 subtract 10 subtract 1 add 10

c)

add 2 subtract 2 subtract 3 add 3

d) add 3 add 5 subtract 4 add 10

67, 62, 57, 52, 47, 42, 37 …

789, 788, 787, 786, 785, 784, 783 …

117, 120, 123, 126, 129, 132, 135 …

111, 116, 121, 126, 131, 136, 141 …



2.4 Number grid patterns

501 502 503 504 505 506 507 508 509 510

511 512 513 514 515 516 517 518 519 520

521 522 523 524 525 526 527 528 529 530

531 532 533 534 535 536 537 538 539 540

541 542 543 544 545 546 547 548 549 550

a) What is the rule that has been followed to shade the grid numbers?

Start at 502 and _________________________________________

b) Continue the pattern by shading the numbers using the rule.

c) Follow this new rule. Shade boxes in a different colour to make a new pattern:

‘Start at 549 and count back by 3.’

d) Now you have a colour pattern on your grid. Describe the colour pattern for the grid.

_______________________________________________________

Think ‘much’ to know how many numbers we jump forward to or backwards by.

Remember the words ‘how much?’ Think ‘how’ is the pattern moving? Are the numbers increasing or decreasing?


Number and Calendar Review sheet – Day 6


1. Numbers before and after

2. How many elements?

Say the patterns out loud. How many elements appear on the bead string before they repeat? Shade the correct bubble. a)

2

3

4

5

b)

2

3

4

5

c)

2

3

4

5



3. Missing numbers

Some parts of the 200 grid have been cut out. Write the numbers that would come 10 less, 1 less, 1 more and 10 more. Some have been done for you.

a) 36 c) 79 e) 114

45 46 88 89 124

56

b) 67 d) f)

77 78 102 177 178

112

4. Number matching

Jack and Matilda played a game of pairs. Tick the pairs that Jack matched correctly. Put a cross in the box if Jack made a mistake.

Seven hundred and forty

three

743

Eight hundred and one

811

Four hundred and fifty

405

Nine hundred

and thirty two

932



Digging in

Activity 1: Number order

1.1 Number detective

Finish the detective work that has been started for you by Detective Dave.

Your numerals

Your numbers in words

Where have you seen these numbers?

20

one hundred and ten

on a food packet

1.2 More than, less than spotter

a) Loop the calculators that show more than 89.

b) Loop the calculators that show less than 110.



1.3 Balloon float

Balloons float at different heights. Larger numbers float higher than smaller numbers. Choose numbers from your 200 grid to write inside the balloons so each balloon has a number. You don’t need to count in ones.

a) b) c)



Activity 2: Comparing numbers

2.1 How many?

Clumsy Jack keeps dropping his matchsticks. Look at the amounts and write them in the box below. a)

Hundreds Tens Ones

The number is

b) c)

Hundreds Tens Ones Hundreds Tens Ones




2.2 Matchstick maths

Jack will take the smallest amount of matchsticks on his exploration. a) Count how many and write the amounts on the number expanders.

Hundreds Tens Ones Hundreds Tens Ones


b) Which number is smaller? ______________

c) How do you know? _______________________________________

_______________________________________________________

d) What made it easier for you to tell which box had less?

picture number expander writing the number



2.3 One less, one more, ten less, ten more

Find one less and one more than the numbers that Jack is saying.

Write Jack’s numbers as numerals in the middle column. Use your 200 grid to complete the table:

One less Jack’s numbers One more

Write Jack’s numbers as numerals in the middle column. Now find ten less, ten more than Jack’s numbers:

Ten less Jack’s numbers Ten more

sixty-four

ninety-five

one hundred and eleven

one hundred and seventy



2.4 Compare and share

Jack and Polly need your help to choose two 3 digit numbers from the 200 grid. Write them onto the place value chart below.

Hundreds Tens Ones

Jack’s number is

Polly’s number is

Write the whole numbers to answer these questions.

a) Which has more ones? ______________ b) Which has more tens? ______________ c) Which has more hundreds? ______________ d) How do you know that Polly has the larger number? _____________ _______________________________________________________

I want the smaller number.

I want the larger number.



Activity 3: Pattern power

3.1 Show patterns

Make a pattern on each of the bead strings. Use the number of repeating elements shown in the box.

a)

b)

3.2 Complete the number lines

Complete the number lines by using the counting patterns. a)

110 112 114 116 122 124 130

b)

90 85 80 70 65 50 35

c)

510 520 540 580 590 610

Four

Five



3.3 Number grid patterns

601 602 603 604 605 606 607 608 609 610

611 612 613 614 615 616 617 618 619 620

621 622 623 624 625 626 627 628 629 630

631 632 633 634 635 636 637 638 639 640

641 642 643 644 645 646 647 648 649 650

a) What is the rule that has been followed to shade the grid numbers?

Start at 602 and ________________________________________.

b) Continue the pattern by shading the numbers using the rule.

c) Follow this new rule. Shade boxes in a different colour to make a new pattern:

‘Start at 649 and count back by 2.’

e) Now you have a colour pattern on your grid. Describe the colour pattern for the grid. ______________________________________________________

Remember ‘How much’? ‘How’ is the pattern moving? Are numbers increasing or decreasing?

Jump forward or backwards by how ‘much’?



Reflection

Student Teacher/Adult

Things I can do On my own

Some help

Lots of help

No help

Some help

Lots of help

Read numbers to 1000.

Locate numbers to 1000 on a grid and in my environment.

Count by ones to 200.

Write numbers that are less than and more than a number.

Write numbers that are between a number.

Count bundles of matchsticks and say the total amount.

Say the place value of a digit.

Read a number expander when folded.

Create a repeating pattern.

Say the elements of a repeating pattern.

Make up a number pattern using a number line.

Say the missing element in a repeating pattern.

Say the missing number in a number pattern.

Describe the rule of a pattern.

Follow the rule of a pattern.




1. What comes next?

2. How many MAB?

Polly began making MAB letters. How many did she use each time?

a) b)

c) d)



3. Counting by 5

Matilda counted by 5 and shaded the numbers that she counted. Count out loud and then shade the numbers that Matilda forgot to shade?

551 552 553 554 555 556 557 558 559 560

561 562 563 564 565 566 567 568 569 570

571 572 573 574 575 576 577 578 579 580

581 582 583 584 585 586 587 588 589 590

591 592 593 594 595 596 597 598 599 600

601 602 603 604 605 606 607 608 609 610

611 612 613 614 615 616 617 618 619 620

621 622 623 624 625 626 627 628 629 630

631 632 633 634 635 636 637 638 639 640

641 642 643 644 645 646 647 648 649 650

4. Who is heavier?

1 2 3

The fish are shown in order of weight. Write the number of the fish into the sentences to make them correct.

a) Fish number ______ is the lightest.

b) Fish number ______ is the heaviest.

c) Fish number ______ is lighter than ______ and ______.

d) Fish number ______ is heavier than ______ and ______.



Let’s explore

17

a) Show that 17 is an odd or even number with counters.

b) Is 17 an odd number or an even number? odd even

c) Write a sentence that tells how you know that.

_______________________________________________________

_______________________________________________________



Digging in

Activity 1: Days of the week

1.1 Wondering about weeks

Jack is very interested in the days of the week. He has two questions and has researched them on his laptop. Jack found answers by using an internet search engine.

Why are there seven days of the week?

What is the first day of the week?



1.2 Names of days

Name in English Named for Name in other languages

Sunday sun’s day Sonntag (German)

Monday moon’s day Lundi (Italian)

Tuesday the Norse god Tyr Mardi (French)

Wednesday the Norse god Wodan Woensdag (Dutch)

Thursday the Norse god Thor Jueves (Spanish)

Friday the Norse goddess Frigg kin (Japanese)

Saturday Saturn’s day Hari sabtu (Indonesian)

a) Which four days of the week in English were named after Norse gods and goddesses?

and b) Which three days of the week in English were named after the

historical planets? and



1.3 Days in order

a) Write the ordinal numbers next to the days in order. Make the 1st day of the week Sunday in this activity.

Monday Thursday

Tuesday

Saturday

Friday

Sunday

Wednesday

b) What is the third day of the week? c) What is the fifth day of the week? d) Draw something that you usually do on the seventh day of the week.



1.4 Jump the days

Remember to use a capital letter to start each day’s name.



1.5 Write the days

a) Write the order of the days of the week starting from the day shown

in the top box.

Saturday

b) Write the day that comes after Tuesday. ______________________ c) Write the day that is two days before Wednesday. _______________ d) Write the day that is three days after Monday. __________________ e) Write the day that is three days before Saturday. ________________



Activity 2: Months of the year

2.1 Know the months of the year

You may use the spelling of the months to help you to write the answers:

a) What is this month?

b) What month comes after this month?

c) What month is your birthday?

d) In what month does Christmas fall?

e) What month starts with the letter F?

f) What month starts with the letter O?

January February March April May June

July August September October November December



2.2 Order the months of the year

Jack wants to make a chart on his wall to help him to remember the months of the year. He has started writing the labels with the names of the months and you need to help him finish them correctly.

Dec _ _ _ _ _

M _ _

Feb _ _ _ _ _

Oct _ _ _ _

Aug _ _ _

Jan _ _ _ _

Sept _ _ _ _ _

Nov _ _ _ _ _

J _ _ _

J _ _ _

Mar _ _

A _ _ _ _



2.2 My months of the year chart

1st 7th

2nd 8th

3rd 9th

4th 10th

5th 11th

6th 12th



2.3 Ordering months

The school year in the United Kingdom and many parts of Europe starts in September. The school year finishes in July. Write the months that come before and after in the planner.

2011

September Term 1 starts

Term 1 ends

2012

January Term 2 starts

Term 2 ends, Term 3 starts

July Term 3 ends (school year finishes)

Holidays



2.4 Match the months

Match the months in Australia to those in Indonesia. One has been done for you.

Australia Indonesia

January bulan Februari

February bulan Desember

March bulan Juli

April bulan Mei

May bulan October

June bulan April

July bulan Januari

August bulan September

September bulan Maret

October bulan Juni

November bulan Agustus

December bulan November




1. What comes next?

2. Write the numerals

Read the words and write the numbers as numerals.

a) fifty-three

b) ninety-four

c) eighty

d) one hundred and two

e) two hundred

and thirty

f) four hundred and eighteen

3. Say the day

Write the day of the week that fits the sentence.

a) Today is a

b) Yesterday was a

c) Tomorrow will be a

Answer yes or no to make the statements correct.

d) If today was Tuesday, would yesterday have been Monday?

e) If today was Friday, would tomorrow be Thursday?



4. Make the amount

Count the number of objects. Draw extra objects onto the collection to make the amount written in the picture box.

I drew ____ more. I drew ____ more.

I drew ____ more. I drew ____ more.

Show 23 beads Show 21 balloons

Show 37 jelly beans Show 35 bricks



Digging in

Activity 1: Understanding calendars

1.1 Abbreviate it

a)

J a n u a r y

F e b r u a r y

M a r c h

A p r i l

M a y

J u n e

J u l y

A u g u s t

S e p t e m b e r

O c t o b e r

N o v e m b e r

D e c e m b e r

b) Read the abbreviations out loud.



1.2 Match the day

May 2012 May 2012

Mon Tues Wed Thurs Fri Sat Sun M T W T F S S

1 2 3 4 5 6 1 2 3 4 5 6

7 8 9 10 11 12 13 7 8 9 10 11 12 13

14 15 16 17 18 19 20 14 15 16 17 18 19 20

21 22 23 24 25 26 27 21 22 23 24 25 26 27

28 29 30 31 28 29 30 31

Write the abbreviations for the days of the week next to the name of the day.

a) Monday b) Thursday

c) Sunday d) Saturday

e) Tuesday f) Friday

g) Wednesday

Be careful! The days of the week are not in order.



1.3 Calendar hunt

Detective Dave has collected some pictures to show you where he found some calendars.

wall or fridge mobile phone diary

computer desk calendar

Be a detective like me and look for examples of calendars in these places. Tick those that you find. Keep one calendar close for the next activity.



1.4 Complete the calendar

Use the calendar on the next page to complete these tasks. a) Write the month and year of your calendar into the boxes above

the grid.

b) Write the days of the week into the top row of the calendar. You may use abbreviations for the names of days.

c) Record the numbers of the dates on the calendar. Make sure that you start with the 1st day of the month under the correct day of the week.

d) An example of an event has been written on the calendar. What is the event?

What day of the week does the event occur?

What is the number of the day of the month?

e) Write three of your own events onto the calendar. Tick after you have recorded each event.

Sport or exercise

A birthday

A reminder to do something



1.4 Complete the calendar (continued)

Month Year

Indonesian lesson

3:00pm



Activity 2: Using calendars

2.1 Find it on the calendar

Use this calendar page to help you answer the questions.

August 2012

Sun Mon Tue Wed Thu Fri Sat

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

a) How many days are in the month? b) How many Wednesdays are in the month? c) What day does the 12th of the month fall on? d) What day does the 25th of the month fall on?

e) What day of the week is the first day of September?



2.2 Numbering the months

January February March April

May June July August

show

then

show

then September October November December

a) Write the correct ordinal number next to the months of the year.

1st January August November

May February December

April October July

September June March

b) Shade the bubbles of the statements that are correct.

March is the 3rd month of the year.

The sixth month is July.

May comes after the 4th month.



2.3 Date discussion

Different ways of writing the dates

Date 1 The fourteenth of February 2012

Date 2 14th of February 2012

Date 3 14.02.2012

Date 4 14/02/12

Date 5 14.2.12

Loop the day, underline the month and lightly shade the year.

2012



2.4 Writing dates

December 2011 January 2012

Sun Mon Tue Wed Thu Fri Sat Sun Mon Tue Wed Thu Fri Sat

1 2 3 1 2 3 4 5 6 7

4 5 6 7 8 9 10 8 9 10 11 12 13 14

11 12 13 14 15 16 17 15 16 17 18 19 20 21

18 19 20 21 22 23 24 22 23 24 25 26 27 28

25 26 27 28 29 30 31 29 30 31

a) Write the date shaded on the December 2011 calendar. b) Write the date shaded on the January 2012 calendar.

c) How many days are there from the date shaded in December 2011 to the date shaded in January 2012? d) The date has been shaded in December 2011 to mark

the last day of the school year. What special day occurs on the shaded date in January 2012?

e) Shade the date that Christmas Day falls on in

December on the calendar. Write the date in the box. f) How many days before January 1st was Christmas Day? g) Write the date for the Wednesday of the second week

in January. h) Write the date for the Saturday in the fourth week in January.



Finding gold

Journey in July

Matilda, Jack, Dave and Polly want to go on an exploration together for two days along the Gibb River Road from Wyndham to Kununurra. Dave wants to show his friends the country of the Miriwoong people.

Listening to Dave’s advice, they have chosen to go during the month of July.

Polly Matilda Jack Dave

I can only go on a Monday and a Tuesday.

I can not go in the first two weeks of July.

I can only go between the 20th to the 29th of July.

I can not go on Saturdays or Sundays.

Between April and August, it is Warnka-mangeny. That is the cold dry season, where the roads are good and there is water available.



Journey in July (continued)

July 2012

Sun Mon Tue Wed Thu Fri Sat

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

Write the two dates where everyone is available to go and explore together. Remember, the two days must be in a row (next to each other on the calendar).

and




1. Say the number pattern

2. MAB muddle

The answers have been mixed up. Write the correct answer from the box to match the amount of MAB shown.

Answers 165 221 58 105



3. Sliding shapes

Look at the shape in the box. Shade the bubble that shows the shape that has been slid. Remember, the size does not change when a shape is slid. a)

b)

c)



4. Take a turn

Shade the box that the finger will point to when turned in the following ways:

a)

b)

c) d)

Quarter turn clockwise Half turn anti-clockwise

Quarter turn anti-clockwise Half turn clockwise



Digging in

Activity 1: Calendar review

1.1 Days in each month

a) Write the number of days into the boxes on the knuckles and in

the dips.

b) Which month has fewer days than any other month? ____________

c) Two months in a row have 31 days. What are they?

_____________________ and ____________________



1.2 A rhyme to remember days in months

Month of the Year Number of Days

January

February or

March

April

May

June

July

August

September

October

November

December

a) Use a calculator to find out how many days in a year.

b) How many days in a leap year?

30 days has September, April, June and November, All the rest have 31, Except February alone, That has 28 days clear With 29 in each leap year.



1.3 From month to month

a) Lightly shade the first day in each month green. b) Lightly shade the last day in each month pink.

c) Which months begin on Wednesday?

d) Which months end on a Saturday?

e) Which month comes after December?



1.4 Dates from month to month

a) Shade the date that is the day after the 31st January 2012. 1st January 2012 1st February 2012 5th February 2012 b) Shade the date that is the day before the 1st March 2012. 31st February 2012 1st February 2012 29th February 2012 c) Write the date of the day that comes after the 31st March 2012.



Activity 2: Knowing the seasons

2.1 Show the months of the season

December to February is summer and then, The months March to May are autumn. June to August are the winter months three, From September to November, spring comes to be.

a) Lightly shade the summer months red. b) Lightly shade the autumn months yellow. c) Lightly shade the winter months blue. d) Lightly shade the spring months green. e) Complete the table:

Summer Autumn Winter Spring



2.2 Aboriginal seasons

a) How many seasons do we use? b) The Noongar (Whadjuk) people have these seasons:

c) How many seasons do the Noongar people recognise? d) How many months make up each Noongar season?



2.3 Which season?

During which seasons would you be more likely to wear these items of clothing? a)

Spring Winter Spring Winter

b)

Winter Summer Winter Summer

c)

Summer Winter Summer Winter



2.3 Which season? (continued)

d) Which season do you think it is? Shade the most likely answer.

When the weather becomes cooler, the leaves on the tree begin to change colours.

When the weather becomes warmer, the tree begins to grow new leaves.

In the coldest months, the tree loses its leaves.

In the warmest months, the tree is full of green leaves.



2.4 What I like about the seasons

Summer Autumn

Winter Spring


Number and Calendar Review Sheet – Day 10


1. Say what comes next?

2. Ordering numbers

a) Order the numbers from smallest to largest.

_____ _____ _____ _____ _____ _____

b) Order the numbers from largest to smallest.

923 72 199 4 501 729

_____ _____ _____ _____ _____ _____

3. Events on a calendar

Events can be marked onto each month of the calendar.

a) Netball games are every Saturday. Show by looping the days. b) Environment club meetings are on the 5th and 20th of each month.

Show by shading the days.

73 320 187 90 489 112



4. Seasons and months

a) What season comes before spring?

summer

autumn

winter

b) What season do the months March, April and May fall in?

summer

autumn

winter

spring

c) What season is it during November?

summer

autumn

winter

spring

d) Shade the months of winter.

May

July

August

June



Digging in

Activity 1: Knowing days and months

1.1 Days of the week

Shade all correct abbreviations for the days of the week.

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Mo Tues W T Fri Satu S

M T Weds Thu Frd Say Sday

Mon Tue Wed Thurs F Sat Sun

Mod Tday Way Thur Frid S Sud

1.2 Day in months

31 days 30 days Less than 30 days

I need your help to complete the table. Write the names of the months into the correct column. Remember to use your fists to help.



1.3 Ordinals to show days and months

Complete the table to show the day of the week and month of the year next to the ordinal number.

Ordinal number

Day of the week Month of the year

1st Sunday

2nd February

Tuesday

April

5th

Friday

7th

August

9th

10th

November

12th



Activity 2: Exploring seasons

2.1 Seasons cycle

a) Write the season names into the correct place on the wheel.

b) What months does Makuru occur? c) Which Noongar season happens during December and January?

d) Which season probably has cooler weather? spring summer

e) Which Noongar season probably has warmer weather? Birak Makuru

summer autumn winter spring

and



Activity 3: Using a calendar

3.1 Writing dates

April 2012 May 2012

Sun Mon Tue Wed Thu Fri Sat Sun Mon Tue Wed Thu Fri Sat

1 2 3 4 5 6 7 1 2 3 4 5

8 9 10 11 12 13 14 6 7 8 9 10 11 12

15 16 17 18 19 20 21 13 14 15 16 17 18 19

22 23 24 25 26 27 28 20 21 22 23 24 25 26

29 30 27 28 29 30 31

a) Write the date shaded on the April 2012 calendar. b) Write the date shaded on the May 2012 calendar.

c) How many days are there from the date shaded in April 2012

to the date shaded in May 2012?

d) How many days before May 1st was April 25th? Write the dates for: e) The third Tuesday in April 2012. f) The second Monday in May 2012.



3.2 Dates from month to month

a) Shade the date that is the day after the 30th April 2011.

1st May 2012 1st May 2011 31st April 2011

b) Shade the date that is the day before the 1st June 2011.

31st May 2011 2nd June 2011 1st May 2011

c) Write the date of the day that comes after the 31st March 2011.



3.3 Make a calendar

The season is _________________.

_________________________________________________________

_________________________________________________________

Year Month



Reflection

Student Teacher/Adult

Things I can do On my own

Some help

Lots of help

No help

Some help

Lots of help

Order the seasons correctly.

Show the months for the seasons.

Show correct abbreviations for days of the week.

Show how many days in each month.

Use ordinal numbers to represent days and months.

Say Aboriginal seasons using a diagram.

Write dates correctly.

Count how many days there are to and from an event.

Find the date of the last day of a month and the first day of a new month.

Create a calendar that includes:

• the month and year,

• days of the week (or abbreviations for days of the week),

• numbers that match the day of the week,

• important events,

• the season that the month falls into.

MATHSAC004 SET 4 – NUMBER AND CALENDAR

ACTIVITY BOOK ISBN: 9780730744245

mathematics - schools of isolated and distance...

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