written in nz for nz mathematics student workbookpractise understanding confidence success no-one...

Author: A. W. Stark

Name: ___________________________________________ Class: __________

Mathematics Mathematics Student Workbook Student Workbook

A set of activity sheets covering the achievement objectives for

Book 2

L2MH

Written in Written in NZ for NZNZ for NZ

Author: A. W. Stark

Copyright ©2000

A. W. Stark

First Published January 2000

Formatting and publishing by Andrew Stark

PO Box 21304 Edgeware

CHRISTCHURCH 8143 NEW ZEALAND

(03) 338 0516 or (03) 338 0514

No part of this ‘Write-on’ Homework Student Book can be reproduced or photocopied by any means, or stored on a

retrievel system or transmitted in any form or by any means without the written permission of the author.

L2MH

A set of activity sheets written utilising MATHEMATICS in the New Zealand CURRICULUM

L2MH

Author: A. W. Stark

Book 2

Mathematics Student Write-On Workbook

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Note from the author:

This resource ...

(L2MH) Mathematics Level 2

‘Write-on’ Student Workbook

has been written utilising the objectives as stated in

Mathematics in the New Zealand Curriculum for Level 2.

(03) 338 0516

(03) 338 0514 For more information about this and other resources, please contact ...

Note to Teachers:

This resource L2MH has been compiled to complement the series of FIVE resources (available in book form as PHOTOCOPY MASTERS) for Level 2 Mathematics.

L2MN A Complete Guide to Number

L2MM A Complete Guide to Measurement

L2MG A Complete Guide to Geometry

L2MA A Complete Guide to Algebra

L2MS A Complete Guide to Statistics

L2MH has been written following the objectives of the five strands of the Mathematics curriculum. L2MH can be used on its own or in conjunction with the series of five resources listed above. All of these strand resources contain a parallel version of the worksheets contained in this resource, therefore providing one worksheet to be used in class and one worksheet to be used as homework. It is intended that this resource could form the basis of a weekly homework programme, along with additional work supplied as required by the classroom teacher. It is intended that class sets of L2MH will be purchased so that each student has his / her own copy.

Resource L2MH cannot be photocopied and will be printed to order. An additional resource entitled ...

L2M ‘Homework / Assessment Worksheets’

is also available and contains an exact copy on the worksheets contained within this resource, plus answers. Resource L2M is supplied as BLACK LINE PHOTOCOPY MASTERS. Information contained in this resource includes ... a table of contents indicating the strand and objective(s) being covered in each worksheet. a list of the Level 2 Mathematics objectives as stated in the curriculum. A table for students to record when each worksheet is to be completed.

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Note to Students:

I am sure you would love to not have to do homework. However, we will only get better at many things we do or learn, if we practise. I am sure you have heard the old saying ‘practice makes perfect’. In class you are shown and taught lots of new ideas. The reason for doing your homework is to practise what you have been taught in class. If you can do it on your own at home, or maybe with a little help from someone at home, then it shows you have remembered what you were shown in class.

Practise

Understanding

Confidence

Success

No-one can make you learn. Your teachers, parents / caregivers and friends can help, but at the end of the day it’s up to you. You do not have to always get it right, as long as you have tried to do the very best you can. Remember to ask for help if you do not understand or if you are not sure of what you have to do. This resource has been written to help make doing your homework easier for both you and your teacher. Good luck.

Note to Parents / Caregivers:

You may not have found mathematics easy when you were at school nor do you have to be good at it. All you have to do is encourage your son / daughter to do the very best he / she can. We cannot ask more from our children, than they are able to give. Try to be realistic with your own expectations of how well you think they should be doing at school. To help your son / daughter, here are some ideas ...

Provide a place where they can work quietly without too many distractions. Background music is okay, but television is too distracting because of the pictures.

Provide them with the equipment they need, such as scrap paper, calculator, ruler, compass, protractor, etc.

Help them work out when is the best time to do their homework, encouraging them to establish routines. Remember they do need some time off to enjoy themselves, so do not expect them to work all the time.

Give them plenty of encouragement and praise. Look at their work and sign each page when completed. Write positive comments in the space provided and maybe provide them with a small reward. Our children need our support and encouragement if they are to do well. If your son / daughter is having a lot of trouble understanding the work, it may be a good idea to contact their teacher to talk about the best way you can help. Good luck.

Successful learning requires teamwork.

Child

Teacher Care-giver

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Table of Contents for the Homework / Assessment Worksheet Masters

Level 2 Mathematics Topics Obj. Date Due Completed

1 Reading and writing whole numbers / Ordering whole numbers / Word problems N1 / N3

2 Understanding whole numbers / Money and place value / Place value / Comparison problems N2 / N4

3 Addition and subtraction facts / Word problems N7 / N8 / N10

4 Multiplication facts / Word problems N9 / N10

5 Division and sharing / Understanding fractions / Finding a fraction of a whole number / Word problems N5

6 Rounding and estimating / Word problems involving the four operations N6 / N11

7 Metric units for length / Which length unit? / Converting between length units / Word problems M1

8 Metric units for weight / Which weight unit? / Converting between weight units / Word problems M1

9 Metric units for volume / Which volume unit? / Converting between volume units / Word problems M1

10 Reading scales / marking points / Measuring and drawing lines M1

11 Reading temperatures / Marking temperatures / Temperature changes M1

12 Finding the area of shapes / Finding volume of a pile of cubes M1

13 Adding coins and notes / Giving change / Combinations of coins and notes M2 / M3

14 Reading time on analogue clocks / Days and months / Drawing time on clocks / Calendars M4

15 Digital clocks / Adding or subtracting time / Word problems M4

16 Naming 2D shapes / Drawing 2D shapes G1

17 Naming 3D objects / Drawing 3D objects G1

18 Features of a 2D shape / Features of a 3D object G1

19 3D objects from different sides / What shape will it look like? G1

20 Creating pathways G2

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Topics Obj. Date Due Completed

21 Compass directions G2

22 Reflections / Creating reflection patterns G3

23 Creating translation patterns / Enlargement G3

24 Rotating letters or shapes / Tessellations G3 / G4

25 Shape patterns or sequences / Number patterns or sequences A1

26 More number patterns or sequences A1

27 Relationship diagrams / Drawing relationship diagrams A2

28 Number relationships or number rules / Finding number rules A2

29 Using the signs A3

30 Solving equation diagrams A3

31 Solving equations A3

32 Word problems A3

33 Tables / Tally charts S1 / S2

34 Column graphs / Pictograms S1 / S2

35 Stem and leaf graphs S1 / S2

36 Dot plot graphs / Strip graphs S1 / S2

37 Understanding data displays S3

38 Ordering events / Probability scales S4

39 Finding outcomes using grids / Finding outcomes using tree diagrams S4

40 Simple probability S4

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Please DO NOT write on the sheets Please DO NOT write on the sheets

N1

L2M

At the top of each Homework / Assessment worksheet for the 5 strand areas, the objective(s) being covered has been indicated. EXAMPLE: For Number, N1 means objective 1, N2 means objective 2, etc.

Number

Exploring number Within a range of meaningful contexts, students should be able to: • N1 read any 3-digit whole number; • N2 explain the meaning of the digits in 2- or 3-digit whole numbers; • N3 order any set of three or more whole numbers (up to 100); • N4 write and solve comparison problems; • N6 write and solve story problems which involve halves, quarters, thirds and fifths.

Exploring computation and estimation Within a range of meaningful contexts, students should be able to: • N6 make sensible estimates and check the reasonableness of answers; • N7 recall the basic addition and subtraction facts; • N8 mentally perform calculations involving addition and subtraction; • N9 demonstrate the ability to use the multiplication facts; • N10 write and solve problems which involve whole numbers, using addition, subtraction, multiplication or division; • N11 write and solve story problems which require a choice of any combination of the four arithmetic operations.

Measurement

Estimating and measuring Within a range of meaningful contexts, students should be able to: • M1 carry out practical measuring tasks, using appropriate metric units for length, mass and capacity; • M2 give change for sums of money; • M3 represent a sum of money by two or more different combinations of notes and coins.

Developing concepts of time, rate and change Within a range of meaningful contexts, students should be able to: • M4 read time and know units of time - minute, hour, day, week, month and year.

Mathematics in the New Zealand CURRICULUM

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Geometry

Exploring shape and space Within a range of meaningful contexts, students should be able to: • G1 make, name, and describe, using their own language and the language of geometry, everyday shapes and objects; • G2 describe and interpret position, using the language of direction and distance.

Exploring symmetry and transformations Within a range of meaningful contexts, students should be able to: • G3 create and talk about geometry patterns which repeat (show translation), or which have rotational or reflection symmetry; • G4 make clockwise and anit-clockwise turns.

Algebra

Exploring patterns and relationships Within a range of meaningful contexts, students should be able to: • A1 continue a sequential pattern and describe a rule for this; • A2 use graphs to illustrate relationships.

Exploring equations and expressions Within a range of meaningful contexts, students should be able to: • A3 use the mathematical symbols =, for the relationships “is equal to”, “is less than” and “is greater than”.

Statistics

Statistical investigations [Refer Page 178] Within a range of meaningful contexts, students should be able to: • S1 plan a statistical investigation of an assertion about a situation; • S2 collect and display discrete numeric data in stem-and-leaf graphs, and strip graphs, as appropriate.

Interpreting statistical reports Within a range of meaningful contexts, students should be able to: • S3 use their own language to talk about the distinctive features, such as outliers and clusters, in their own and others’ data displays; • S4 make sensible statements about an assertion on the basis of the evidence of a statistical investigation.

Exploring probability Within a range of meaningful contexts, students should be able to: • S5 use a systematic approach to count a set of possible outcomes; • S6 predict the likelihood of the outcomes on the basis of a set of observations.

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Term: Week: To be completed by:

Copyright ©2000 AWS PUBLICATIONS LTD AWS

Please sign: Parent / Caregiver

DO NOT

PHOTOCOPY

Comments:

A: 20 ‘Quick Questions’ 1. 1 × 0 = .......................... 2. 1 × 2 = .......................... 3. 5 × 2 = .......................... 4. 3 × 10 = .......................... 5. 1 × 4 = .......................... 6. 8 × 2 = .......................... 7. 5 × 6 = .......................... 8. 7 × 10 = .......................... 9. 1 × 8 = .......................... 10. 9 × 2 = .......................... 11. 5 × 10 = .......................... 12. 0 × 10 = .......................... Complete these ‘family of facts’ 13. 1 + .......................... = 10 14. 9 + .......................... = 10 15. 10 – .......................... = 1 16. 10 – .......................... = 9 17. 4 + .......................... = 10 18. 6 + .......................... = 10 19. 10 – .......................... = 4 20. 10 – .......................... = 6

D: Ordering whole numbers

List these numbers in order of smallest to largest. 1. 57, 15, 44, 97, 82

............................................................ 2. 554, 386, 442, 714

............................................................ 3. 354, 758, 215, 341, 496

............................................................

List these numbers in order of largest to smallest. 4. 75, 94, 24, 85, 18, 57

............................................................ 5. 604, 491, 218, 751, 341

............................................................ 6. 534, 784, 914, 401, 634

............................................................

B: Recognising whole numbers Circle these numbers within the box.

C: Writing whole numbers Write these numbers in words.

1. 57 .............................................................................................

2. 432 .............................................................................................

3. 601 .............................................................................................

4. 840 .............................................................................................

5. 264 .............................................................................................

Write these number words as numbers. 6. six hundred and forty-five ......................... 7. five hundred and thirty-seven .........................

8. seven hundred and five ......................... 9. two hundred and eighty ......................... 10. four hundred and sixty-three .........................

3 6 9 2 1 0 2 4 7 3 2 4 0 5 8 3 4 9 1 7 6 7 9 0

1. sixty-four 2. two hundred and forty-nine 3. seven hundred and ninety 4. two hundred and one 5. three hundred and twenty-four

E: Word problems 1. On a cheque, the total $307 must also be written in words. Write this in the space below.

............................................................................................................................ Karen counted the number of cars going past the school gate in a 2 hour period. Her results are shown in this table. 2. On which day did the least number of cars go past the gate?

................................................. 3. On which day did 116 cars go past the school gate?

................................................. 4. How many cars went past the school gate on Monday? .................................

Day Total

Monday 123 cars

Tuesday 107 cars

Wednesday 97 cars

Thursday 116 cars

Friday 106 cars

5. List the ‘number of cars past the school gate’ in order of least number past the gate to most number past the gate.

.................................................................................................................

6. Jim counted piles of bricks. 117, 128, 115, 126, 109, 129 and 115 were his results. List in order of largest to smallest total.

.................................................................................................................

N1 / N3

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D: Place value What is the place value of

the digit that is high-lighted and what does it mean?

1. 139

place value is ............................... and means ........................................ 2. 1372




place value is ............................... and means ........................................

B: Understanding whole numbers On each abacus, how many 100’s, 10’s and 1’s are shown and what number does it make?

C: Money and place value Look at each money total. What is the value of the digit that is high-lighted in each money total?

100’s 10’s 1’s

9. On this abacus draw rings as above to show a number made up of...

3 100’s + 8 10’s + 6 1’s

1. 100’s = ................... 2. 10’s = ................... 3. 1’s = ................... 4. number = ...................

100’s 10’s 1’s

5. 100’s = ................... 6. 10’s = ................... 7. 1’s = ................... 8. number = ...................

1. $471 ..........................

3. $279 ..........................

5. $804 ..........................

7. $269 ..........................

9. $761 ..........................

2. $903 ..........................

4. $2563 ..........................

6. $3901 ..........................

8. $853 ..........................

10. $633 .......................... E: Comparison problems

Bruce is 24 years old and his brother John is 35. 1. Compare their ages and state the difference. ..........................................................................................................

A video on animals was 97 minutes long and a video on sport was 115 minutes long. 2. Compare how long each video was and state the difference. ..............................................................................................................................

Bill ran 400m in 63 seconds and Jim ran 400m in 57 seconds. 3. Compare their times and state the difference. ...................................................................................................................

Fred weighs 65kg and Peter weighs 57kg. 4. Compare their weights and state the difference. ...............................................................................................................

N2 / N4

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D: Challenge Use your skills to add or subtract these numbers.

B: Basic adding and subtracting facts Recall these basic addition and subtraction facts.

C: More adding and subtraction Answer these questions using your addition and subtraction skills.


1. 6 + 8 = ........................ 3. 12 – 6 = ........................ 5. 8 + 9 = ........................ 7. 17 – 9 = ........................ 9. 13 – 9 = ........................ 11. 3 + 8 = ........................ 13. 7 + 9 = ........................ 15. 13 – 7 = ........................ 17. 10 + 8 = ........................ 19. 16 – 8 = ........................

2. 12 – 4 = ........................ 4. 7 + 8 = ........................ 6. 14 – 8 = ........................ 8. 16 – 10 = ........................ 10. 8 + 7 = ........................ 12. 9 + 9 = ........................ 14. 12 – 7 = ........................ 16. 14 – 9 = ........................ 18. 6 + 7 = ........................ 20. 9 + 5 = ........................

25 + 52

1. 78 – 45

2. 92 + 56

3. 96 – 44

4.

138 – 73

5. 473 + 324

6. 346 – 190

7. 765 + 316

8.

474 + 737

9. 422 – 243

10. 986 + 758

11. 300 – 159

12.

3 5 2 4 3 2 4

+ 3

1. 21 47 10 3

11 30

6 + 13

2.

6 7 9 5 9 – 3 3 6 2 7

3.

9 7 4 2 4 – 5 3 0 3 6

4.

E: Word problems 1. In Mrs. Winter’s class there are 12 boys and 16 girls. How many children is that altogether? ................................

2. In Mrs. Smith’s class there are 33 children. If 18 are boys, how many are girls? ...............................

3. Ken spent $235 and $375 on two new bikes. How much did he spend? ...............................

4. Jack has $685 and buys a new TV for $495. How much money does he have left? ..........................

5. Jan has two pieces of material, 650cm and 745cm long. What is the total length of material? ..........................

6. Sam has $800 and buys a new TV for $695. How much money does he have left? .........................

N7 / N8 / N10

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E: Word problems

2. Jackie bought 6 books. Each cost $9.00. How much did these books cost? ...............................

3. Jack planted 8 rows of cabbages. If each row had 7 cabbages, how many cabbages did he plant? .......................

4. Rangi ran 630m around a park. He ran three laps. How far did he run altogether? ..........................

5. Nine friends went to the movies. Each ticket cost $8.00. How much did all tickets cost? ..........................

6. New computers cost $2850. If a school buys 3 computers, how much will it cost? ..........................

D: Challenge Use your skills to multiply these numbers.

B: Basic multiplication facts Recall these basic multiplication facts.

C: More multiplication Answer these questions using your multiplication skills.


2. 8 × 5 = ........................ 4. 6 × 3 = ........................ 6. 4 × 9 = ........................ 8. 10 × 0 = ........................ 10. 4 × 8 = ........................ 12. 5 × 6 = ........................ 14. 7 × 4 = ........................ 16. 6 × 6 = ........................ 18. 5 × 10 = ........................ 20. 6 × 7 = ........................

1. 9 × 9 = ........................ 3. 10 × 8 = ........................ 5. 5 × 7 = ........................ 7. 9 × 8 = ........................ 9. 4 × 3 = ........................ 11. 6 × 9 = ........................ 13. 4 × 6 = ........................ 15. 3 × 7 = ........................ 17. 5 × 9 = ........................ 19. 8 × 7 = ........................

53 × 4

1. 85 × 3

2. 114 × 5

3. 586 × 2

4.

184 × 7

5. 325 × 6

6. 216 × 9

7. 543 × 8

8.

483 × 8

9. 147 × 3

10. 698 × 5

11. 347 × 10

12.

1 4 3 0 2 4 3 × 2

1.

1 5 4 4 2 0 2 × 3

2.

3 6 5 4 1 2 3 × 4

3.

2 3 5 1 3 6 3 × 5

4.

1. Linda makes up five bags of 40 jelly beans. How many jelly beans is that altogether? ...........................

N9 / N10

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B: Division practice / sharing Practise these division problems. Remember that division is the opposite of multiplication.

C: Understanding fractions What do these fractions mean?

D: What fraction is shaded?

What fraction of each group of diagrams is shaded?


Write these words as fractions.

5. one half .............

7. one quarter .............

6. one fifth .............

8. one third .............

1. 1 3 means ........ out of ......... 2. 1 4

means ........ out of .........

3. 1 5 means ........ out of ......... 4. 1 2

means ........ out of .........

E: Finding a fraction of a whole number

1.

2.

............................................

............................................

3. Draw a diagram to show you understand the fraction below.

1. 15 ÷ 3 = ...................... 3. 30 ÷ 5 = ...................... 5. 35 ÷ 7 = ...................... 7. 56 ÷ 8 = ......................

2. 18 ÷ 2 = ...................... 4. 36 ÷ 6 = ...................... 6. 50 ÷ 10 = ...................... 8. 27 ÷ 9 = ......................

684 2 9. 936 3 10. 5120 5 11.

1. 1 2 of $24.00 = ..................

Find each fraction of these whole numbers.

1 4 =

2. 1 3 of 30 kg = ..................

3. 1 4 of 28 mm = ..................

4. 1 5 of 20 kL = ..................

F: Word problems

3. Jackie has a bar of chocolate made up of 32 squares. If this is shared by four friends, how many squares of chocolate does each friend get? .................................

4. Mr Williamson has a class of 27 pupils. If he divides his class into nine equal groups, how large is each group? .................................

1. If $36.00 is shared between two people, how much does each person get? .................................

2. If $39.00 is shared by three people, how much does each person get? .................................

N5

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D: More word problems Jim bought four packets of jelly beans. This table shows the number of each colour of jelly bean in each packet.

C: Word problems involving whole numbers

1. How many pink jelly beans were in packet number 3? ............................. 2. Which packet had 5 yellow jelly beans? ........................ 3. How many jelly beans in packet 2? .......................... 4. What was the total number of red jelly beans? ..........................

1 2 3 4

blue 9 7 8 5

red 5 8 9 7

pink 8 5 7 9

yellow 7 10 5 6


1. Tracey bought five new C.D.’s for $45.00. All C.D.’s were the same price. What was the cost of one C.D.? ........................

3. Wendy earns $15 a day working at a shop in the holidays. If she worked for five days, how much would she be paid? .................................

2. Jackie went shopping and bought 8 bananas, 12 apples, 7 kiwi fruit and 10 pears. How many pieces of fruit did she buy altogether? .................................

4. A cricket team has to score 278 runs to win. They have scored 196 so far. How many more runs do they need to score to win? ................................

6. 91, 105, 112 and 107 people went to four shows of a local school concert. How many people went to this concert? .................................

5. Ken likes to run around the school grounds. One lap around the school grounds is 610 metres. If Ken runs seven laps, how far has he run? .................................

1. $8 .......................... 3. $63 .......................... 5. $167 ..........................

2. $17 .......................... 4. $59 .......................... 6. $343 ..........................

B: Rounding and estimating Round these money amounts to the nearest $10.

12 28 32

+ 21

7.

8. Jason’s school bought 5 new white boards for $195 each. Estimate the cost of these white boards. Work out the exact cost of these white boards.

Work out an estimated answer first, by rounding each number to the nearest 10

.................

.................

................. + .................

Write your rounded

numbers here

Actual answer Estimated answer

Write your rounded

numbers here

................. × .......

Estimated answer Actual answer

$195 × 5

Packet Number

N6 / N11

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Comments:

A: 20 ‘Quick Questions’ 1. 2 × 4 = ...................... 2. 9 × 2 = ...................... 3. 2 × 0 = ...................... 4. 3 × 2 = ...................... 5. 2 × 10 = ...................... 6. 5 × 2 = ..................... 7. 2 × 2 = ...................... 8. 7 × 2 = ...................... 9. 2 × 4 = ...................... 10. 6 × 2 = ...................... 11. 2 × 1 = ...................... 12. 8 × 2 = ...................... Complete these ‘family of facts’ 13. 9 + .................... = 13 14. 4 + .................... = 13 15. 13 – .................... = 9 16. 13 – .................... = 4 17. 10 + .................... = 13 18. 3 + .................... = 13 19. 13 – .................... = 10 20. 13 – .................... = 3

B: Metric units for length Match these length units with their abbreviations. 1. kilometre ................... 2. metre ................... 3. centimetre ................... 4. millimetre...................

m km mm cm

C: Which length unit? Which length unit, mm, cm, m or km, is best to measure ... 1. the height of a mountain? ................... 2. the distance between two cities? ................... 3. the length of your leg? ................... 4. the thickness of 20 sheets of paper? ................... 5. the distance of a cycle race? ................... 6. your height? ...................

D: Converting between length units Fill in the missing numbers. 1. 1 m = ..................... cm 2. 1 cm = .............. mm 3. 1 km = .................... m 4. 1 m = ................. mm 5. 6000 m = ................ km 6. 300 cm = ............. m 7. 5 km = .................... m 8. 4000 mm = ............. m 9. 2 m = ................... cm 10. 5 m = .................... mm

E: Word problems involving length units

2. Jenny ran 3200m on Monday and ran 2500m on Tuesday. How far has she run so far? ....................................

3. A piece of wood was 200 mm long. How many centimetres is that? ....................................

4. Mary needs 3 metres of material for a dress. How many centimetres is that? ....................................

1. John measured the distance between two desks using his feet. What was this distance? .................................... John’s desk

Jane’s desk

5. The distance around a park is 3km. How many metres is that? .....................................

M1

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B: Metric units for weight (mass) Match these weight units with their abbreviations. 1. tonne ................... 2. kilogram ................... 3. gram ................... 4. milligram ...................

C: Which weight unit? Which weight unit, mg, g, kg or t, is best to measure ... 1. the weight of a truck? ................... 2. the weight of a piece of paper? ................... 3. the weight of a packet of biscuits? ................... 4. the weight of an orange? ................... 5. your weight? ................... 6. the weight of a feather? ...................

D: Converting between weight units Fill in the missing numbers. 1. 1 g = ............ mg 2. 1 kg = .................... g 3. 1 t = .................. kg 4. 1000 mg = ................ g 5. 4000g = ................ kg 6. 3000 mg = ............... g 7. 6 kg = ................ g 8. 5000 g = ............. kg 9. 7 t = ................... kg 10. 9 g = .................... mg

E: Word problems involving weight units 1. Karen weighs 53kg and Ben weighs 68kg. What is their total weight? ..............................

g t

kg mg

2. Luke bought 6000g of meat. How many kilograms is that? ..............................

3. Jim’s car weighs 2000kg. How many tonnes is that? ..............................

4. One biscuit weighs 10g. How much would 12 biscuits weigh? ..............................

5. A block of cheese weighed 3kg. How many grams is that ? ..............................

M1

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B: Metric units for volume (capacity) Match these volume units with their abbreviations. 1. kilolitre ................... 2. litre ................... 3. millilitre ...................

L kL mL

C: Which volume unit? Which volume unit, mL, L or kL, is best to measure ... 1. the volume of water in a glass? ................... 2. the volume of air in a balloon? ................... 3. the volume of water in a cup? ................... 4. the volume of medicine in a teaspoon? ................... 5. the volume of water in an ocean? ................... 6. the volume of air in your bedroom? ................... 7. the volume of milk in a carton? ................... 8. the volume of juice in a lemon? ...................

D: Converting between volume units Fill in the missing numbers. 1. 1 L = ................... mL 2. 1 kL = ................... L 3. 1000 mL = ............. L 4. 1000 L = ............... kL 5. 8000 L = ................ kL 6. 3000 mL = ............... L 7. 5 kL = .................... L 8. 7 L = ...................... mL

E: Word problems involving volume units 1. John drank 500mL of juice and 800mL of water. How much did he drink altogether? ....................................

2. A bucket contains 5000mL water. How many litres is that? ....................................

3. A swimming pool contains 8000L of water. How many kilolitres is that? ....................................

4. One teaspoon holds 5mL of medicine. How many teaspoons of medicine in 40mL ? .............................

5. A bottle of soft drink holds 3 L. How many millilitres is that? ....................................

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Comments:


B: Reading scales / marking points

C: Measuring lines

C A B F

0 mm 10 20 30 40 50 60

1. What is the name of the unit on this ruler above? .................................. 2. What are the measurements given by the pointers?

A = ............................ B = ............................ C = ............................ D = ............................ E = ............................ F = ............................

3. Mark these points on the ruler below. A = 25cm, B = 7cm, C = 33cm, D = 48cm, E = 14cm.

E D

0 cm 10 20 30 40 50 60

D: Drawing lines Measure lines A & B to the nearest cm.

Line C = ............ mm Line D = ............ mm

Measure lines C & D to the nearest mm.

Line D

Line C

Line B

Line A

Draw the following lines in the spaces below. 1. Draw a 5 cm line.

2. Draw a 2.5 cm line.

3. Draw a 60 mm line.

4. Draw a 73 mm line.

Line A = ............ cm Line B = ............ cm

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Comments:

B: Reading temperatures What is the temperature on each thermometer?


D: Temperature changes

C: Marking temperatures Mark the temperature on each thermometer.

0OC

5OC

3OC

0OC

5OC

3OC

0OC

5OC

3OC

0OC

5OC

3OC

0OC

5OC

3OC

0OC

5OC

3OC

0OC

5OC

3OC

0OC

5OC

3OC

0OC

5OC

3OC

0OC

5OC

3OC

1. 4OC 2. 0OC 3. 6OC 4. -1OC 5. 2OC

...........OC

1. 2. 3. 4. 5.

...........OC ...........OC ...........OC ...........OC

Work out the new temperature after each temperature change.

1. If the temperature was 7OC then rises 3OC, what is the new temperature? ........................ 2. If the temperature was 2OC then rises 9OC, what is the new temperature? ........................ 3. If the temperature was 13OC then falls 7OC, what is the new temperature? ........................

4. If the temperature was 7OC then falls 7OC, what is the new temperature? ........................ 5. If the temperature was 0OC then rises 4OC, what is the new temperature? ........................ 6. If the temperature was 0OC then falls 5OC, what is the new temperature? ........................

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Comments:


1.

B: Finding the area of shapes Find the area of each shape by counting the squares.

2.

........................... squares ........................... squares

3. 4.

........................... squares ........................... squares

5. 6.

........................... squares ........................... squares

C: Finding the volume of a pile of cubes Count the cubes to find the volume of each pile. Include cubes you cannot see.

1. 2. 3.

4. 5. 6.

.................... .................... ....................

....................

.................... ....................

Find the area of each shaded shape by counting squares.

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Comments:

1.

B: Adding coins and notes How much money is in each money box?


$2

$1 50c

Money Box A

$5.00 $2 $2

$1

$5.00

20c

20c

Money Box B

$2

Money Box A = $................. Money Box B = $.................

C: Giving change Work out the change you would get, if you buy ...

1. the popcorn, using a $2 coin. ............................. 2. the pen, using a $5 note. ............................. 3. the t-shirt, using a $10 note. ............................. 4. the teddy bear, using a $10 note. ............................. 5. the soccer ball, using a $20 note. .............................

D: Combinations of coins and notes List 3 different combinations of coins / notes that could make up each sum of money.

$12.90

$8.60

$1.30

$6.70

$1.10

$2.10 2.

$8.40 3.

$16.40

50c $1 50c

M2 / M3

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Comments:


B: Reading time on analogue clocks What is the time on these clocks?

D: Drawing time on clocks Draw hands on these clocks.

2. 3. 1.

5. 6. 4.

........................... ........................... ...........................

........................... ........................... ...........................

1. 2.

6 o’clock half past 9

3. 4.

quarter past 8 quarter to 2

C: Days and months 1. What day of the week comes before Thursday? .................................... 2. What month of the year comes after September? .................................... 3. What month of the year comes before August? ....................................

E: Calendars

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

1. What day of the week is the 15th April? .......................................... 2. What is the date of the second Monday? ............................................ 3. What day of the week is 9 days from 11th of April? ...........................

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Comments:

This table shows the temperature in a classroom. 1. Is 1:30 p.m. in the morning or afternoon? ............................ 2. What was the temperature at 9:00 a.m.? ...................... 3. At what time of the day was the temperature 19OC? .................................

B: Digital clocks How would these times appear on a digital clock?


1. 8 o’clock 2. half past 5

3. quarter to 2 4. quarter past 4

5. quarter past 10 6. quarter to 7

D: Word problems involving time

C: Adding or subtracting time What is the new time?

2. 3. 1.

+ 6 hours – 4 hours – 30 minutes

............................... ............................... ...............................

Time Temperature 9:00 a.m. 12OC

10:30 a.m. 15OC

12:00 p.m. 18OC

1:30 p.m. 23OC

3:00 p.m. 19OC

4. James went for a 3 hour bike ride. If he started at 1:30 p.m. at what time did he finish? .............................

5. The time is quarter past 7 and Rangi has been fishing for 3 hours. At what time did he start fishing? .............................

6. Katy’s favourite TV programme starts at 4:45. If the programme is 30 minutes long, when will it finish? ...........................

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Comments:

B: Naming 2D shapes Name the shapes.

C: Drawing 2D shapes Draw a picture made up of ... 2 ovals,

3 circles,

2 triangles,

1 diamond,

1 square,

2 rectangles,

1 pentagon,

2 hexagons,

1 octagon

A: 15 ‘Quick Questions’

1. 32 + 36

2. 86 + 14

3. 45 – 24

4. 60 – 37

5. 43 × 2

6. 312 × 3

2 684

7.

3 963

8.

9. Order these numbers from smallest to largest

63, 71, 19, 54, 49

......., ......., ......., ......., ......., 10. Find ½ of $53

........................... 11. Round $24 to the nearest $10.

............................. 12. How many 20c coins

in $1.40 ? ................ 13. Fill in the missing number

1 metre = ................... cm 14. How many seconds in 3 minutes?

............................. 15. Write ½ past 7 as seen on a digital clock

1.

.................................

2.

.................................

3.

.................................

4.

.................................

5.

.................................

6.

.................................

7

.................................

8.

.................................

9.

.................................

Shape words: oval, circle, triangle, diamond, square, rectangle, pentagon, hexagon, octagon

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Comments:


1. 64 + 43

2. 65 + 95

3. 47 – 26

4. 90 – 62

5. 54 × 3

6. 73 × 3

3 966

7.

3 276

8.


85, 53, 94, 67, 44

......., ......., ......., ......., ......., 10. Find ½ of $36

........................... 11. Round $38 to the nearest $10

............................. 12. How many 10c in

90 cents ? ................. 13. Fill in the missing number

1 metre = ................... mm 14. How many minutes in 3 hours?


B: Naming 3D objects Name the objects.

C: Drawing 3D objects Draw each of these objects in the space below.

1.

.................................

2.

.................................

3.

.................................

Object words: cylinder, cone, cube, rectangular box, sphere

4.

.................................................

5.

.................................

1.

2.

3.

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Comments:

B: Features of a 2D shape Name the parts of this diagram using the words side and corner.

1. A = ................................

2. B = ................................

3. Name a 2D shape that has 5 corners and 5 sides. ....................................... 4. Name a 2D shape that has 3 corners and 3 sides. ....................................... 5. A hexagon has ............ corners and ........... straight sides. 6. An octagon has ............ corners and ........... straight sides. 7. Name two 2D shapes that do not have corners or straight sides. .............................. & .............................. 8. Name a 2D shape that has 4 corners and 4 sides, all the same length. ...............................

C: Features of a 3D object Name the parts of this diagram using the words corner, edge and face.

1. A = ................................

2. B = ................................

3. C = ................................

4. Work out how many corners, edges and faces this 3D object has.

corners = ..........

edges = ..........

faces = .......... 5. Which 3D object has no corners, edges or faces? .................................


1. 53 + 76

2. 68 + 71

3. 76 – 42

4. 80 – 54

5. 71 × 4

6. 61 × 4

4 484

7.

4 168

8.

9. Order these numbers from largest to smallest

36, 44, 91, 73, 52

......., ......., ......., ......., ......., 10. Find ½ of $78


............................. 12. How many 50c coins in

$1.50 ? ................ 13. Fill in the missing number 3 metres = ................... cm

14. How many days in 4 weeks?

............................. 15. Write ¼ past 6 as seen on a digital clock

B

A

A

B

C

2D Shape and 3D object words: oval, circle, triangle, diamond, square, rectangle, pentagon, hexagon,

octagon, cylinder, cone, cube, rectangular box, sphere

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Comments:

B: 3D objects from different sides Look at this pile of blocks. The diagram below shows what the pile of blocks looks like, when looked at from the right side.

C: What shape will it look like? If you cut through an object, you see a cross-section of the object. Draw the shape you would see if you cut these objects down the middle.


1. 35 + 74

2. 433 + 65

3. 68 – 24

4. 70 – 19

5. 34 × 5

6. 90 × 5

5 455

7.

5 525

8.

9. Order these numbers from largest to smallest

46, 65, 38, 73, 52

......., ......., ......., ......., ......., 10. Find ½ of $44


............................. 12. How many 20c coins


1 litre = ................... mL 14. How many seconds in 4 minutes?


left right

front

1. Draw diagrams of what these blocks would look like when looked at from the front, top and left side.

right side

diagram

front view top view left side view

1. 2.

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Comments:

B: Creating pathways There are many pathways through this maze.


1. 67 + 86

2. 452 + 84

3. 107 – 67

4. 80 – 48

5. 43 × 6

6. 56 × 6

6 366

7.

6 648

8.


73, 84, 51, 46, 92

......., ......., ......., ......., ......., 10. Find ½ of 25 kg


............................. 12. How many 50c coins


1 gram = ................... mg 14. How many minutes in 6 hours?

............................. 15. Write ¼ to 12 as seen on a digital clock

N O

K L M

I J

F G H

D E

A B C

N O K L M I J

F G H

D E

A B C

For each question there will be more than one correct path. 1. List the letters of a path that goes through exactly 5 letters of this maze.

......., ......., ......., ......, ...... 2. List the letters of a path that goes through exactly 9 letters of this maze.

......., ......., ......., ......, ......

......., ......., ......., ......

3. Write the instructions for the path going through this maze using the words left, right, first, second or third. Note the letters you pass through.

Start

Finish

Finish

Start

..................................................

..................................................

..................................................

..................................................

..................................................

..................................................

..................................................

..................................................

..................................................

..................................................

..................................................

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Comments:

B: Compass directions 1. On the compass, write the letters of the compass points. North = N South = S East = E West =W

Below is a plan of Jim’s backyard. Each square is 1 metre across (left / right, up / down). The arrow points in the direction of north.


1. 214 + 435

2. 58 + 126

3. 86 – 55

4. 200 – 93

5. 26 × 7

6. 34 × 7

7 427

7.

7 735

8.

9. Order these decimals from smallest to largest

3.2, 9.4, 4.3, 6.9, 2.7

......., ......., ......., ......., ......., 10. Find ½ of 23 cm



$1.20 ? ................... 13. Fill in the missing number

1 kilometre = ............. m 14. How many weeks in 28 days?


N

For the questions below, think of the lines in the grid as paths you can walk or run along.

2. If Jim runs 4 metres east, where will he be? .................................................

3. If Jim’s dog runs 2 metres west, then 3 metres south, where will he be? ................................................

Use the words north, east, south and west to describe how Jim or Jim’s dog moved around their backyard.

4. Jim ran to his tricycle ...................................................

5. Jim’s dog ran to the slide .............................................

6. Jim ran to the slide ........................................................

7. Jim’s dog ran to the tree ..............................................

8. Jim ran to the tree ...........................................................

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Comments:

B: Reflections Draw the lines of symmetry on each letter and shape below. Some may have more than one or none at all.

C: Creating reflection patterns Reflect (turn over) each pattern onto the right hand side of the arrow to create a pattern.


1. 152 + 64

2. 69 + 124

3. 36 – 17

4. 120 – 76

5. 32 × 8

6. 45 × 8

8 248

7.

8 744

8.


5.6, 2.3, 3.4, 9.4, 0.8

......., ......., ......., ......., ......., 10. Find ½ of 75 metres


............................. 12. How many 10c coins


1 kilogram = .............. g 14. How many weeks in 56 days?


1. 2. 3.

4. 5. 6.

7. 8. 9.

1. 2.

3. 4.

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Comments:

C: Enlargement Redraw each shape, using the grid on the right, so that each side is twice as long.


1. 129 + 74

2. 69 + 243

3. 84 – 57

4. 140 – 89

5. 24 × 9

6. 43 × 9

9 189

7.

9 108

8.


5.8, 4.7, 10.2, 2.3, 6.1

......., ......., ......., ......., ......., 10. Find ½ of $39


............................. 12. How many 20c coins

in $6.00 ? ................ 13. Fill in the missing number 3000 metres = ............. km

14. How many minutes in 1½ hours?


B: Creating translation patterns Translate each pattern onto the right hand side of the arrow to create a pattern.

1. 2.

3. 4.

1.

2.

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Comments:

B: Rotating letters or shapes Redraw these letters in the boxes, after they have been rotated.

C: Floor patterns - tessellations Using the same shape, but different colours, add to this pattern to show you understand what tessellation is.


1. 453 + 427

2. 748 + 634

3. 97 – 49

4. 210 – 174

5. 37 × 10

6. 263 × 10

10 240

7.

10 360

8.


7.7, 1.4, 4.5, 6.3, 3.6

......., ......., ......., ......., ......., 10. Find ½ of 130 metres



$2.50 ? ................... 13. Fill in the missing number

5000 grams = ........... kg 14. How many seconds in 1½ minutes?


¼ turn anti-clockwise

1.

¼ turn clockwise

2.

½ turn anti-clockwise

3.

½ turn clockwise

4.

Redraw these shapes after they have been rotated.

6. ¼ turn anti-clockwise 5. ¼ turn clockwise

7. The clear shape has been rotated, then coloured in. Describe this rotation.

......................................................................................................

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Comments:

B: Shape patterns or sequences 1. Draw the next 2 shapes for each pattern / sequence.


1. 74 + 34

2. 98 + 36

3. 67 – 36

4. 1000 – 57

5. 75 × 2

6. 354 × 3

2 256

7.

3 624

8.


3.3, 2.9, 4.1, 6.7, 5.9

......., ......., ......., ......., ......., 10. Find ½ of $56


............................. 12. How many 20c coins

in $1.80 ? ................ 13. Fill in the missing number 3 metres = ................... cm

14. How many seconds in 5 minutes?


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

A

B

C

2. Describe how each pattern or sequence above was created. Pattern A: .................................................................................... ................................................................................................ Pattern B: .................................................................................... ................................................................................................ Pattern C: .................................................................................... ................................................................................................

C: Number patterns or sequences Work out the missing numbers that would go in the squares. Describe each sequence.

1. 1, 3, 5, 9, 11, 15, , ,

2. 4, 8, 12, 20, 28, , ,

3. 5, 10, 15, 25, 35, , ,

This sequence was created by .................................................



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Comments:


1. 63 + 54

2. 76 + 42

3. 76 – 53

4. 110 – 78

5. 714 × 3

6. 243 × 4

3 189

7.

4 488

8.


4.6, 5.2, 2.9, 7.3, 3.8

......., ......., ......., ......., ......., 10. Find ½ of $37


............................. 12. How many 10c coins


200cm = ................... m 14. How many minutes in 3 hours?


B: More number patterns or sequences Work out the missing numbers that would go in the squares. Describe each sequence.

1. 1, 3, 5, 9, 11, 15, , ,

..........................................................................................................

2. 10, 20, 30, 50, 70, , ,

..........................................................................................................

3. 3, 6, 9, 15, 18, 24, , ,

..........................................................................................................

5. 2, 5, 8, 14, 17, 23, , ,

..........................................................................................................

7. 1, 6, 11, 21, 26, 36, , ,

..........................................................................................................

4.

.........................................................

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