Student
O x ford
Pr imar y
Br ia n
Mur r a y
Book
Ma thema tics
Year s
Programme
PY P
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be
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above.
impose
this
same
To
the
Ox ford
a nd
teacher
Mathemat ics
i ndependent
u nder st a nd i ngs,
rea l-world
clea r,
as
teacher s
to
coverage
ca n
a lso
suppor t
suppor ted
•
topics
st udent s
concept
of
•
t he
by
to
in
–
a
u se.
t hat
worked
oppor t u n it y
g u ided
for
t he
f it
wel l
t he
exa mple
for
a nd
problem - solv i ng
suppor t i ng
W h i le
across
sk i l ls
t he
ser ies
scope
a nd
of fer s
sequence,
w it h
ot her
PY P
c u r r ic u lu m.
of
st udent s
t he
to
in
mater ia ls
a rea s
of
concept,
pract ise,
sca f fold i ng
prac t ice
con sol idate
d i f ferent
f i nd
mat hemat ics
lea r n i ng
ca ref u l
Independent
to
t he
prac t ice
by
ea sy
u se
feat u res:
fol lowed
w ill
PY P
Each
topic
a nd
w it h
mat hemat ica l
oppor t u n it ies
t he
Books
Gu ided
as
Teacher s
st udent
st udent s
suppor t
of
Student
•
prov ides
to
wel l
contex t s.
comprehen sive
complete
work
PY P
work
–
f u r t her
t hei r
ways,
oppor t u n it ies
u nder st a nd i ng
w it h
a
decrea si ng
of
for
t he
a mou nt
sca f fold i ng
E x tended
to
apply
in
new
prac t ice
t hei r
–
lea r n i ng
t he
oppor t u n it y
a nd
ex tend
for
t hei r
st udent s
u nder st a nd i ng
contex t s.
Differentiation
D i f ferent iat ion
t he
c u r r ic u lu m
relea se
at
approach
teacher s
prov ide
is
to
to
t hei r
of
choose
act iv it ies
ex ten sion.
key
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poi nt
t he
of
St udent
appropr iate
for
st udent s
t hat
need.
ever y
In
Book s,
t he
pat hways
who
st udent
add it ion
Teacher
for
requ i re
to
ca n
t he
Book s
st udent s,
ex t ra
access
g radu a l
help
a nd
suppor t
or
O x ford
Pr imar y
Ma thema tics
Year s
Pro gramme
5
C ontents
N U M BE R ,
Unit
1
PAT T E R N
Number
and
AND
F U NCT ION
place
M E A SU R E M E N T,
2.
3.
4.
Place
value
Addition
Addition
written
strategies
strategies
mental
written
strategies
Multiplication
mental
strategies
22
7.
Multiplication
written
strategies
26
8.
Factors
9.
Divisibility
2.
Area
3.
Volume
4.
Mass
84
strategies
and
multiples
Fractions
1.
Comparing
2.
Adding
5.
Time
88
3.
Decimal
4.
Percentages
4
72
76
and
capacity
80
6
Shape
1.
2D
shapes
92
2.
3D
shapes
96
32
strategies
40
and
and
and
ordering
subtracting
fractions
fractions
fractions
Money
7
Geometric
reasoning
Angles
10 0
decimals
44
Unit
Unit
perimeter
36
written
Financial
and
18
1.
1.
measurement
Length
Unit
3
of
1.
Unit
Unit
units
14
6.
2
Using
10
Subtraction
Unit
5
6
5.
10. Division
S PACE
2
mental
Subtraction
AND
value
Unit
1.
SH A PE
8
Location
and
transformation
48
1.
Transformations
104
2.
Symmetr y
10 8
3.
Enlargements
4.
Grid
5.
Giving
52
56
and
nancial
Number
patterns
2.
Number
operations
112
references
116
directions
12 0
60
and
1.
reductions
mathematics
plans
Patterns
and
algebra
DATA
H A N DL I NG
Unit
Data
64
and
properties
68
9
representation
1.
Collecting
2.
Representing
Unit
10
and
representing
and
and
interpretation
data
interpreting
data
124
12 8
Chance
1.
Chance
2.
Chance
132
experiments
13 6
Glossary
140
Answers
150
UNIT
1:
TOPIC
Place
value
1
5
In
a
on
number,
its
position,
923856
It
the
also
is
value
or
easier
makes
it
of
each
digit
9
depends
2
6
8
place.
to
read
easier
to
if
we
say
write
the
it
as
923
856.
number:
,
Guided
1
practice
Look
at
Show
the
number:
value
the
38 4.
other
7
is
on
70 0
place
0
0
0 0 0.
value
s enO
s n eT
0
wor th
the
s d e r d nu H
0
The
digits
s d n a s u oh T
7
of
725
s d n a s u oh t
n eT
s d n a s u oh t
d e r d nu H
e.g.
this
0
grid.
Write
the
using
gaps
700
number,
if
necessar y
000
Remember
use
a
a
a
zero
c
d
e
If
we
we
write
use
Write
3
2
a
as
thir t y-two
zero
to
nine
b
twent y-ve
c
one
in
show
there
are
ve
no
hundred
tens:
and
32
nine
in
numerals,
509
digits:
a
Write
thousand,
thousand,
three
hundred
thousand
hundred
and
two
and
and
seven
for t y- six
thousand,
seven
hundred
and
one
words:
a
28 6 0
b
13
4 65
c
28
705
OX FOR D
as
space-filler.
b
2
to
U N I V E RSI T Y
PR E S S
Independent
1
2
What
is
the
practice
value
e.g.
85
306:
a
53
b
48
Write
e.g.
80
the
red
digit
in
each
number
?
c
29
207:
d
135
28 4:
0 05:
e
39 9
517:
each
85
of
000
number
306:
from
eight y- ve
question
1
thousand,
in
425:
words.
three
hundred
and
six
a
b
c
d
e
3
Write
eight y- six
b
one
c
six
hundred
hundred
and
and
eight
one
hundred
and
twent y- one
the
800
U N I V E RSI T Y
PR E S S
as
numerals.
thousand,
and
Circle
25
OX FOR D
numbers
a
d
4
these
number
that
hundred
for t y-two
ft y- six
and
25
two
ve
is
780
thir t y- one
thousand
thousand,
thousand,
one
and
more
25
three
nine
than
799
hundred
hundred
25
78 9.
25
790
3
5
Expand
these
numbers.
The
rst
one
has
been
done
for
you.
Remember
14
217:
10
000
+
4000
+
200
+
10
+
to
use
7
spaces
the
bet ween
digits
where
necessary.
6
a
25
123:
b
63
382:
c
6 0 0 4:
d
125
381:
e
860
0 9 4:
Use
the
20
digits
on
6
7
the
to
make:
5
the
largest
b
the
smallest
c
the
largest
d
the
smallest
the
+
cards
1
a
Write
000
number
number
using
number
number
if
number
shown
3
if
“5”
the
if
on
the
in
the
“7”
is
in
“1”
each
7
cards.
is
the
is
spike
ones
the
in
place.
hundreds
the
of
thousands
abacus
as
thousands
place.
place.
numerals
and
in
words.
b
a
Hth
4
all
9
Tth
Th
H
T
O
Hth
Tth
numeral:
numeral:
words:
words:
Th
H
T
O
OX FOR D
U N I V E RSI T Y
PR E S S
Extended
This
1
practice
table
shows
unusual
record - breaking
Place
Ac tivit y
USA
Number
Spain
People
salsa
Poland
People
ringing
bells
Hong
People
playing
percussion
Singapore
People
line
Por tugal
People
making
Mexico
People
doing
India
Trees
USA
People
England
The
Kong
Complete
from
the
the
lowest
Number
of
dogs
in
a
dancing
a
dog
by
a
scar f
walk
together
2
241
The
in
3
10
1
19
following
various
986
adver tising
at
group
the
in
numbers
ever
in
ways.
Write
633
are
the
same
one
sign
time
day
line
highest
38
together
knitted
the
table
number.
322
from
actual
list
by
The
centimetres)
rewriting
events
the
are
in
31
17
in
number
34
question
for
1.
They
f
10
b
40
000
g
10 0
c
30 0 0
h
12
d
30 0
i
40 0 0
e
10
j
35
50
once:
List
10 0
000
many
PR E S S
nearest
people.
1
as
U N I V E RSI T Y
000
the
2
of
The
5
the
ten
12
thousand,
actual
the
number
6
numbers
below
from
low
in
order,
to
high.
20 0 6
can
3868
have
1
1
been
967
10
102
rounded
each.
000
to
order
309
80
Rounded
numbers
numbers
000
the
(in
a
was
OX FOR D
021
instruments
together
Record
80
together
together
aerobics
column
the
a
human
conga
longest
to
on
dancing
planted
number
activities.
be
000
000
000
000
population
made
by
of
using
Noosa
each
in
of
Queensland
these
digits
9
that
could
be
the
actual
population
as
you
can.
5
UNIT
1:
TOPIC
Addition
2
mental
strategies
F
or
$100:
What
250
Imagine
There
you
are
several
However,
in
Guided
1
You
only
3
on
a
TV
quiz
strategies
4
show
and
you
could
you
would
seconds
could
use
250
the
is
50 0.
Then
add
=
e.g.
252
+
250
250
+
250
=
a
150
+
16 0
150
+
150
=
b
126
+
126
125
+
c
14 0 0
+
a
2
Find
to
4
seconds
come
probably
up
have
to
answer
with
to
the
use
a
the
right
question.
answer.
mental
strategy.
split
the
numbers.
20 0
+
Fill
the
gaps.
in
Problem
Expand
e.g.
252
20 0
a
66
b
14 0
c
1250
+
+
could
250
34
+
60
230
+
502.
in
Fill
252
the
+
250:
gaps.
Now
500
I
need
add
2
add
10
to:
Answer
more
502
more
10 0
the
+
+
+
6
+
For
numbers
2
+
30
40
+
example,
+
+
20 0
+
4
20 0
250
Join
20 0
60
+
30
+
10 0
the
+
+
252
+
the
same
20 0
+
+
20 0
+
6
+
+
+
50
+
2
+
Answer
+
2
=
50 0
4
=
90
+
10
40
+
30
=
30 0
is
the
50
jump
+
strategy
52?
on
an
empt y
number
+
+
2
502
70
a
line:
What
is
105
+
+
as:
par tners
20 0
30
is
23 47
use
What
for
14 50
could
50.
strategy
near- double
You
e.g.
use
near- doubles
Problem
You
had
is
252?
practice
Double
2
were
+
50
+
+
8 4?
80
+
4
2
10 5
50
10 0
Answer:
b
What
is
50
+
1
158
+
10 2
52
+
=
102
130?
c
10 0
6
What
is
105
2424
+
115 8
Answer:
Answer:
+
+
84
=
505?
+
+
2424
1
158
+
130
=
Answer:
2424
+
505
=
OX FOR D
U N I V E RSI T Y
PR E S S
Independent
1
Another
For
74
mental
+
tosolve
practice
19,
we
strategy
can
for
round
adding
19
to
is
20
the
and
compensation
say
74
+
20.
strategy.
Use
the
It
uses
rounding
compensation
strategy
these.
Using
rounding
it
Now
Problem
I
need
to:
Answer
becomes:
2
3
OX FOR D
e.g.
74
+
19
74
+
20
a
56
+
41
56
+
40
=
96
add
b
25
+
69
25
+
70
=
95
take
c
125
+
62
125
+
d
136
+
19 8
136
+
e
19 5
+
24 9
f
1238
+
501
g
16 4 5
+
19 9 8
Use
the
compensation
a
35
c
173
e
1451
Use
the
+
+
=
take
18 5
strategy
to
solve
19 8
+
14 9 9
jump
strategy
125
+
38
=
b
16 4
+
47
=
c
1
193
d
2585
PR E S S
60
94
99
a
U N I V E RSI T Y
=
+
+
8 42
to
solve
away
1
93
1
away
1
add
these.
b
24
+
101
d
14 07
+
10 02
f
1562
+
10 0 4
these.
=
1321
=
7
4
the
split
strategy
Problem
Expand
e.g.
125
+
132
10 0
a
173
+
125
b
124 0
+
2130
c
5125
+
123 4
d
7114
+
2365
e
25 6 4
5
8
Practise
+
+
with
the
+
5
these
addition
numbers
+
10 0
+
problems.
Join
+
2
10 0
the
+
par tners
10 0
+
+
Answer
+
5
+
2
257
4236
Use
your
choice
you
used.
+
19 0
of
strategy
a
713
b
14 9 0
+
14 9 0
=
c
20 0 9
+
20 0 9
+
d
18 6 4
+
313 4
=
e
24 9 9
+
10 02
=
f
1236
+
247
g
24 9 9
+
24 9 9
=
h
3130
+
236 0
=
to
nd
the
answer.
Be
ready
to
explain
the
strategy
=
20 0 9
=
=
OX FOR D
U N I V E RSI T Y
PR E S S
Extended
practice
Improving
help
1
Look
by
at
these
underlining
World
Cehi:
the
c
Mont
Blanc:
d
Mont
Maudit:
e
Mt
Everest:
f
Mt
Kosciusko:
g
Mammoth
Circle
the
The
deepest
the
total
of
the
Mont
Blanc
c
If
walked
3700
goes
to
checkout
set:
the
b
Which
PR E S S
you
with
of
would
round
20
a
these
m,
should
the
km,
the
numbers
m
210 0
or
220 0?
1502
m
150 0
or
16 0 0?
4 8 07
m
4800
or
4 9 0 0?
4 466
m
4 400
or
4 50 0?
world
8 8 50
m
8800
or
8 9 0 0?
Australia
2228
m
220 0
or
230 0?
Europe
in
the
in
in
Europe
world.
the
and
590
world
Cehi
212
600
500
m
50 0
000
600
0 0 0?
20 0
000
30 0
0 0 0?
m
number
or
or
correct.
caves
is
about
m
m,
30
m,
Mammoth
km,
shop.
calculations.
2191
the
in
70
can
Rounded
information
200
of
She
80
300
Cave
km,
has
m
$1
1
taller
and
800
to
than
the
Mont
Wind
Maudit.
Cave
you
would
km
spend.
She
goes
items:
9 9c
Calculator:
Notebook:
dollar,
in
3400
bargain
Ball:
nearest
the
m,
700
in
cave
skills
Metres
mountain
cave
rounding
mental
world
Krubera
lengths
in
the
and
numbers.
mountain
make
3600
about
with
in
mountain
longest
will
m,
shopping
item
the
depths
the
$1.25
To
time
world
mountain
highest
about
$1.9 9
a
U N I V E RSI T Y
is
travelled
Sarah
Pen
how
the
the
four th - longest
that
b
set:
the
the
in
tenth - highest
highest
Cave:
m,
Paint
of
cave
highest
the
the
3500
the
Show
one
cave
tenth - deepest
number
have
OX FOR D
the
Cave:
you
gures.
save
estimating
fac t
b
Wind
and
highlighting
Krubera:
a
3
or
a
h
2
facts
you
your
how
Sarah
4 9c
much
put
Geometr y
more
back
to
than
be
$1
1
closest
$1.9 9
set:
is
$1.9 9
the
to
a
Cuddly
toy:
Stickers:
$1.9 9
$1.29
total?
total
of
$1
1?
9
UNIT
1:
TOPIC
Addition
T
3
written
strategies
O
One
of
the
most
common
written
strategies
for
addition
T
O
3
8
2
5
6
3
is
1
3
4
to
+
2
5
5
9
Guided
1
2
add
the
each
numbers
column
Sometimes
you
out
in
ver tically.
You
star t
with
the
ones
and
+
turn.
need
to
trade
from
one
column
to
the
next.
practice
Complete
+
set
the
following.
T
O
H
T
O
H
T
O
Th
H
T
O
2
6
1
3
3
3
7
5
3
6
4
1
2
3
1
4
1
1
2
3
1
2
2
5
+
Complete
the
+
+
following.
Y
ou
to
T
O
H
T
O
H
T
O
H
T
trade
O
with
1
1
+
3
5
7
2
9
Star t
with
a
+
d
+
10
+
the
ones
H
T
O
2
4
9
1
3
7
these.
1
1
2
8
1
5
6
and
need
add
b
+
Tth
Th
H
T
O
4
2
7
4
2
3
2
3
7
8
+
each
column
1
3
9
2
8
6
in
Th
H
T
O
3
2
4
6
1
3
7
7
e
+
6
6
8
+
turn.
c
3
2
2
8
6
+
1
5
5
3
7
Hth
Tth
Th
H
T
O
4
3
4
5
3
6
2
6
5
5
9
5
OX FOR D
U N I V E RSI T Y
PR E S S
Independent
Look
1
a
+
d
+
g
+
for
in
the
3
8
8
7
2
3
9
3
6
2
1
7
1
5
0
7
8
1
9
4
6
5
9
2
4
2
9
8
1
for
answers
for
each
5
3
8
6
9
6
6
2
5
9
b
5
Look
2
pattern
8
j
+
a
practice
+
linking
e
+
h
+
save
+
f
8
9
3
6
2
0
7
7
1
8
1
8
6
5
1
1
4
6
8
2
time
in
7
0
6
6
5
2
7
9
1
5
8
9
7
4
3
+
4
+
to
c
2
k
numbers
row.
written
i
+
l
+
7
2
3
9
1
8
6
1
2
8
2
5
8
3
1
6
addition.
2
5
a
b
c
d
e
2
7
2
1
4
1
8
4
4
7
5
5
9
3
2
2
1
3
1
2
3
5
1
0
1
2
1
8
2
3
1
9
6
2
2
6
1
3
5
8
9
8
1
8
2
7
9
1
7
0
6
0
9
5
9
8
1
4
2
5
2
6
9
0
Link
+
3
On
a
$ 92
he
OX FOR D
+
holiday,
on
had
presents
spent
a
If
b
How
U N I V E RSI T Y
Jack
you
PR E S S
spent
and
and
round
much
+
$213
used
the
did
$29 5
a
on
on
+
$207
on
travel,
enter tainment.
He
wanted
calculator
numbers,
Jack
food,
+
is
spend
and
found
Jack ’s
that
answer
the
$ 9 85
to
total
for
his
know
was
Link
+
hotel,
how
much
$1612.
reasonable?
altogether
?
11
When
you
impor tant
write
to
an
keep
addition
the
digits
problem
in
the
ver tically,
correct
it
T
O
4
5
is
you
don’t,
you
will
get
the
wrong
Rewrite
a
these
1
14
+
problems
H
T
b
d
3
7
8
7
+
solve
173
+
33
+
927
+
H
T
38
e
138
c
T
739
O
+
Th
257
H
+
+
Th
2318
T
+
8
2
278
Th
5 37
+
H
49
T
f
6 37
O
H
+
77
Th
+
1452
7
T
O
+
55 4
O
+
3
them.
+
H
g
then
O
+
5
answer.
ver tically,
137
4
columns.
4
4
O
1
+
If
T
+
829
H
T
O
+
h
35
O
174
Tth
+
257
Th
+
2318
H
T
+
624
O
+
+
i
61
28 6
Tth
+
4 35
Th
+
H
24
T
+
325
j
579
+
4529
Tth
O
Th
+
H
33
+
T
65 8 9
+
527
O
+
+
12
OX FOR D
U N I V E RSI T Y
PR E S S
Extended
1
Find
practice
four
different
solutions
a
to
make
addition
b
+
6
A
football
20 0
000
correct.
c
+
6
3
2
this
d
+
6
3
team
can
have
spectators
at
more
their
+
6
3
than
Game
3
Possible
number
home
1
games
in
a
season.
2
Here
is
some
information
about
one
3
famous
football
team.
4
•
Number
•
Total
of
home
games:
12.
5
212
•
number
of
spectators:
052.
Average
6
attendance
per
home
7
game:
17
671.
8
•
Ever y
game
had
more
than
9
10
•
000
No
spectators.
games
number
List
for
the
of
had
game.
the
10
same
spectators.
possible
each
exactly
number
Make
of
sure
11
spectators
the
total
12
is
Total
212
the
3
052.
Use
numbers
Find
the
make
a
U N I V E RSI T Y
in
total
of
pattern.
Working- out
OX FOR D
the
PR E S S
grid
to
help
you
keep
columns.
30
521
Make
+
85
three
365
other
+
7570
and
three - line
you
will
addition
see
that
problems
the
digits
with
the
in
the
same
answer
answer.
spac e
13
UNIT
1:
TOPIC
Subtraction
4
mental
strategies
Can
out
Round
numbers
are
easier
to
work
with.
you
the
to
76
–
your
We
76
could
–
So,
=
76
–
say
76
56.
We
19
Guided
1
Use
=
–
instead
took
away
of
1
76
too
–
work
answer
19
in
head?
19.
many,
so
we
add
1
back
to
the
answer.
57
practice
the
compensation
strategy
Using
(rounding)
rounding,
to
solve
these.
Fill
in
the
gaps.
it
Now
Problem
I
need
to:
Answer
becomes:
e.g.
76
–
19
76
–
20
=
56
add
1
a
53
–
21
53
–
20
=
33
take
away
b
85
–
28
85
–
30
=
55
add
c
167
–
22
167
–
d
14 6
–
19 8
346
–
e
1787
f
58 40
g
6178
Splitting
2
–
–
–
take
can
make
(expand)
•
First
take
•
Next
take
away
•
Then
take
away
•
So,
479
–
the
subtraction
number
away
135
strategy.
=
Fill
:
:
:
479
–
379
–
349
Expand
the
–
14
479
–
1
a
257
–
b
548
c
5
1
5
=
10 0
+
126
126
=
10 0
+
–
224
224
=
765
–
4 42
d
878
–
236
e
999
–
753
are
=
=
=
away
more
For
taking
example,
away:
479
135
–
135
=
?
becomes
+
and
379
349
34 4
34 4
in
the
gaps.
away
the
Take
away
Take
away
Answer
number
1st
e.g.
easier.
you
Take
Problem
back
39 9 5
Split
split
147
more
310 0
numbers
the
=
1
39 0
•
Use
20
2
back
20
par t
+
5
479
–
10 0
=
+
6
257
–
10 0
=
379
the
2nd
par t
the
3rd
379
–
=
349
–
349
5
par t
=
344
OX FOR D
34 4
U N I V E RSI T Y
PR E S S
Independent
1
2
3
Use
the
practice
compensation
a
47
b
18 4
–
29
c
5 47
–
231
d
2455
–
1219
e
56 67
–
2421
Use
–
the
split
b
46 4
–
34 3
c
676
–
25 4
d
5727
–
3325
e
8 958
–
56 35
e.g.
–
strategy
45
split
to
solve
these — or
nd
your
own
sensible
shor t
cut.
22
a
The
strategy
to
solve
these — or
nd
another
shor t
cut.
24
strategy
What
is
can
900
–
be
used
on
an
350?
open
number
a
line.
Fill
What
–
–
50
–
in
is
the
776
3
–
gaps.
–
423?
–
20
400
300
7 76
550
600
Answer:
b
What
is
900
900
4 87
–
–
350
=
550
26 4?
–
Answer:
c
What
is
776
1659
–
423
–
=
5 36?
200
487
Answer:
OX FOR D
U N I V E RSI T Y
PR E S S
4 87
–
26 4
=
16 5 9
Answer:
1659
–
5 36
=
15
$3.75
up
$3.80
Another
strategy
for
is
to
5c
subtraction
The
$3.80
is
to
count
Tina
buys
a
sandwich
She
gives
a
$5
at
change,
$ 3.75
note.
the
and
for
To
work
up
to
$4
out
up
is
star ts
to
the
counting-up
a
a
toy
c
a
melon
e
a
game
You
can
also
numbers.
•
6
Use
at
up
–
57
c
20 0
–
135
e
10 05
a
–
to
to
nd
the
what
16 0
is
up
45,
is
strategy
the
to
difference
so
the
to
difference
work
out
the
your
choice
strategies
to
you
$1
if
you
another
way
of
saying
$5
$ 3.75
nd
–
for
item
d
a
calculator
at
$ 4.45
f
a
pencil
at
$2.15
the
at
each
book
20 0
16 0
set
and
up
20 0
difference
to
between
$1.25.
and
150
–
128
d
151
–
1
18
f
250 0
answers
to
a
$10.
ordinar y
is
155
between
–
with
155?
20 0
b
the
=
$ 8.75
difference
is
45.
these
numbers.
=
=
239 0
=
these
problems.
use.
–
19
=
b
65
c
78
–
21
=
d
150
e
1515
f
20 0 0
=
is
a
between
the
paid
89
1220
That
$1.25
a
–
is
is
=
between
=
explain
$1.25.
$5
b
nd
=
of
+
•
strategy
strategy
change
change
=
890
mental
ready
to
counting - up
counting - up
10 0
Use
the
and
$5
20c
$5.35
counted
a
Be
16
the
strategy
+
$ 3.50
example,
155
I
at
$ 3.75
$1
$7
.50
use
For
Altogether
5
at
between
20c
$5.
5c
Use
difference
$4
$ 3.75.
shopkeeper
counts
another
T
he
4
to
up.
is
the
up
–
14
–
=
75
–
=
1450
=
OX FOR D
U N I V E RSI T Y
PR E S S
Extended
1
A
2
The
3
Iva
football
game
difference
receives
used
and
4
What
5
star ts
how
4235
Bob,
Bill
and
Bob
pays
at
between
$2.45
is
than
6
practice
397?
Ben
$74 6 4
two
change
much
–
1:30
was
for
the
his
and
3 - digit
after
ends
at
numbers
paying
with
3:05
is
a
57
.
note.
pm.
How
What
long
might
Which
does
the
banknote
it
last?
numbers
might
be?
have
been
spent?
Explain
buy
pm
how
same
car.
Bill
you
model
pays
got
of
the
car
$193
answer.
from
more
different
than
Bob,
dealers.
but
Bill
pays
$19 3
less
Ben.
How
much
Fill
the
in
do
gaps
Bill
to
and
Ben
show
pay
three
for
more
their
cars?
ways
to
make
the
subtractions
correct.
e.g.
6
1
3
–
6
3
6
6
5
3
5
=
7
8
–
5
=
7
8
3
–
5
=
7
8
3
–
5
=
7
8
a
b
c
OX FOR D
U N I V E RSI T Y
PR E S S
17
UNIT
1:
TOPIC
Subtraction
Some
written
reminder
such
as
of
54
written
subtractions
how
–
5
it
works,
strategies
involve
using
trading.
MAB
and
Here
is
a
When
small
numbers,
in
4
a
for
ones.
10
ten
Take
5
away
Take
ones.
write
algorithm,
25.
Trade
you
2
away
the
you
same
There
aren’t
Trade
a
the
trade
way.
enough
ones.
ten.
tens.
That
leaves
4
T
tens.
O
Now
4
are
10
ones
–
3
Star t
(You
with
5 4.
c annot
There
take
(4
there
1
2
5
2
9
+
=
4
14
7
are
tens
s till
and
14
54
That
leaves
4 9.
ones).
The
is
answer
29.
away5ones.)
Guided
1
You
a
practice
could
T
use
MAB
to
b
O
help
H
with
T
3
–
e
–
i
–
Subtraction
with
7
3
2
4
Th
H
T
O
7
2
7
3
1
1
4
7
–
1
f
–
Tth
Th
H
T
O
8
3
4
1
9
6
1
2
3
2
the
trading
c
O
as
you
H
T
these
algorithms.
d
O
H
T
O
7
2
5
3
1
8
1
2
7
Th
H
T
O
4
3
6
1
1
2
6
7
Tth
Th
4
2
j
–
–
2
g
3
5
–
Th
H
T
O
5
2
5
3
3
7
4
7
H
T
O
3
7
2
4
5
4
6
5
–
l
h
Th
H
T
O
6
7
7
1
2
7
7
3
Tth
Th
H
T
O
7
0
7
3
5
3
7
4
8
8
–
k
–
Hth
Tth
Th
H
T
O
8
1
3
5
1
8
2
4
5
8
7
9
larger
–
18
complete
OX FOR D
U N I V E RSI T Y
PR E S S
Independent
Practise
1
a
2
trading
H
T
O
4
1
0
8
9
–
Once
the
practice
b
you
e
T
O
5
0
8
7
6
know
how
are.
T
O
1
8
2
1
5
8
7
H
T
O
8
3
2
2
6
to
b
–
f
6
4
the
–
for
T
O
8
1
2
2
6
9
with
trading,
following.
Th
H
T
O
3
7
1
4
1
3
6
9
Th
H
T
O
4
1
patterns
H
–
8
8
Look
c
subtract
Complete
H
Th
–
H
Th
–
subtraction.
–
numbers
a
with
1
6
d
doesn’t
There
–
the
–
it
c
in
is
a
There
a
is
also
a
Tth
Th
H
T
O
1
3
4
6
5
2
3
5
4
Tth
Th
H
T
O
6
6
1
3
3
2
1
6
8
9
–
d
–
4
Use
digits
1,
3,
using
all
the
digits
using
all
the
digits.
Find
OX FOR D
the
pattern
the
U N I V E RSI T Y
the
2
e
4
the
and
7
.
between
the
7
2
2
1
8
matter
in
e
–
how
the
H
T
O
5
6
4
3
2
1
8
7
Th
H
T
O
9
9
3
4
5
8
to
5 - digit
H
T
O
2
6
0
8
1
3
8
5
9
Tth
Th
H
T
O
7
7
2
4
1
2
1
6
8
6
Make
the
largest
T
O
9
5
3
1
8
8
answers.
d
–
Th
H
T
O
6
1
5
5
1
5
8
8
Th
H
T
O
9
7
5
3
9
8
8
–
these
H
large
h
g
Th
smallest
8
Th
Tth
–
O
4
answers
b
T
3
–
6,
and
difference
PR E S S
2,
in
H
pattern
–
3
answers.
subtractions.
c
Tth
Th
H
T
O
3
8
9
8
1
5
6
4
8
Tth
Th
H
T
O
9
1
2
3
5
2
4
5
6
9
–
f
–
number
number
two
numbers.
19
Rounding
5
you
avoid
Imagine
and
get
and
estimating
making
you
an
careless
subtract
answer
18 9
of
can
help
One
6
mistakes.
from
824.
If
Estimate
913
the
and
estimate
you
know
so
the
is
wrong.
answer
Write
an
exact
answer.
900
must
algorithm
–
be
and
20 0
=
1
2
4
8
8
1
2
4
9
1
5
2
2
9
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Football
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Union
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the
smallest
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how
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d
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76
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84
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10 9
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102
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19 57
Los
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what
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21
UNIT
1:
TOPIC
Multiplication
6
mental
strategies
5
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by
ten
50
12
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120
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easy— but
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2
16
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4
32
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the
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times.
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in
like
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5
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PR E S S
Extended
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UNIT
1:
TOPIC
Multiplication
You
can
and
marking
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is
work
called
marked
off,
out
you
written
multiplication
them
an
7
off
area
are
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strategies
problems
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numbers
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place
value
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as
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calculate
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total
number
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squares
rectangle.
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6
36
8
8
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8
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5
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27
Guided
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4
42
×
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is
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OX FOR D
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Independent
Once
1
the
you
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number
each
practice
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column
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multiplication,
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Distance
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calculations.
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many
U N I V E RSI T Y
ies
holiday
to
What
a
for
plane
travelled
family.
How
a
from
offers
earn
Tran
his
ies
earn
Airlines
she
ies
own
ABC
b
does
plane
back
3
far
paper
distance
weeks.
have
2
extra
the
plane
two
e
is
multiplication
km
16
Turkey
km
993
Scotland
Los
may
km
13
Glasgow,
Kuala
You
559
314 3
Canada
Johannesburg,
ef cient
km
to
Istanbul,
an
km
distances
Frankfur t,
Choose
to:
Adelaide,
Edmonton,
1
Melbourne
in
Chicago,
from
from
Kuala
many
points
Lumpur
points
does
a
does
family
of
he
earn
four
in
once
a
people
a
month
to
visit
year
?
earn
by
twice
a
going
on
Frankfur t?
from
Melbourne
kilometres
does
it
to
y
Adelaide
in
one
and
back
day.
week?
31
UNIT
1:
Factors
TOPIC
and
8
multiples
1
of
A
fac tor
2
is
A
multiple
6
is
a
a
is
factor
2
32
number
of
is
that
will
divide
evenly
into
another
a
factor
every
whole
number:
4.
the
multiple
Guided
1
a
is
of
result
3
(3
×
of
2
multiplying
=
a
number
by
a
whole
number:
6).
practice
Circle
the
factors
of
each
number.
a
The
factors
of
8
are:
1
2
3
4
5
b
The
factors
of
5
are:
1
2
3
4
5
c
The
factors
of
9
are:
1
2
3
4
d
The
factors
of
6
are:
1
2
3
4
e
The
factors
of
2
are:
1
2
f
The
factors
of
4
are:
1
2
3
4
g
The
factors
of
7
are:
1
2
3
4
h
The
factors
of
3
are:
1
2
3
Write
the
e.g.
10:
a
3:
b
6:
c
9:
d
2:
e
4:
f
8:
g
7:
h
5:
rst
10,
ten
20,
multiples
30,
40,
50,
of
each
60,
70,
6
7
8
5
6
7
8
5
6
5
6
9
7
number.
80,
90,
100
OX FOR D
U N I V E RSI T Y
PR E S S
Independent
1
2
3
4
Write
the
practice
factors
of
each
number.
a
15
b
16
c
20
d
13
e
14
f
18
Which
numbers
between
a
two
c
three
a
List
b
Which
number
List
factors.
The
of
Factors
and
30
have
exactly:
factors?
factors?
all
eight
its
number
ever y
21
2
even
that
is
factors
a
of
b
four
d
six
factors?
factors?
24.
between
30
and
40
has
even
more
are
a
c
more
called
the
The
fac tors
of
16
are:
The
fac tors
of
20
are:
The
common
same
number
fac tors
factors
of
4
are:
The
factors
of
8
are:
The
common
factors
The
factors
of
14
are:
The
factors
of
21
are:
U N I V E RSI T Y
PR E S S
common
of
10
and
20
2
4
are:
factors
The
are:
OX FOR D
one
common
The
24?
number.
are
than
than
factor
1
for
factors
factors
b
of
4
and
8
are:
d
of
14
and
21
The
factors
of
6
are:
The
factors
of
8
are:
The
common
factors
The
factors
of
12
are:
The
factors
of
18
are:
The
common
factors
of
6
and
of
12
8
and
are:
18
are:
33
5
For
each
row,
circle
the
numbers
that
are
multiples
of
the
red
number.
e.g.
6
7
a
5
15
21
25
40
50
57
60
65
69
75
85
10 0
b
4
8
12
22
24
26
28
30
34
36
40
42
48
c
8
8
12
16
20
24
30
32
36
44
48
56
60
d
7
14
20
21
27
28
35
37
42
47
49
56
60
e
9
9
12
18
21
24
27
36
39
45
55
63
72
How
do
a
74
is
a
multiple
of
2?
b
48
is
a
multiple
of
3?
c
10 01
is
not
d
5551
is
a
When
List
know
not
numbers
the
a
of
2:
Multiples
of
3:
multiple
a
of
of
multiple
share
multiples
Multiples
that:
2
the
and
10?
of
same
3
as
2
4
3
6
5?
multiples,
far
as
30.
we
call
Circle
Find
a
common
multiple
of
4
and
5
between
1
9
Find
a
common
multiple
of
2
and
3
between
31
What
is
the
lowest
common
them
the
common
common
multiples.
multiples.
6
8
10
34
you
multiple
and
30.
and
4 0.
of:
a
6
and
9?
b
3
and
4?
c
5
and
7?
d
3
and
5?
e
5
and
9?
f
4
and
7?
OX FOR D
U N I V E RSI T Y
PR E S S
Extended
1
In
a
practice
biscuit
they
have
to
a
If
biscuits
50
50
b
2
factor y,
A
decide
one
the
What
would
Circle
the
were
b
How
c
If
which
for
d
the
Which
both
3
4
the
options
The
Bigfoot
and
colour.
Sock
a
How
many
b
Bigfoot’s
U N I V E RSI T Y
PR E S S
in
of
and
same
item.
When
put
each
packet.
they
factors
biscuits
of
four
that
in
of
could
of
could
is
to
2a
three
would
in
donuts
it
be
are
ready,
will
packed.
to
possible
make
biscuits
all
put
in
each
packet?
minute.
for
the
50
machine
down
be
ever y
36
the
that
biscuits
donuts
it
50
put
the
machine
52
one
a
to
make:
90
96
hour
?
minute,
possible
make?
of
donuts
slower
Pencil
the
different
number
makes
ways
will
number
come
of
be
made
off
the
pencils
10 0
could
not
of
can
from
speeds?
Company
Company
the
be
number
question
customers
for
the
hour,
ve
donuts
does
to
for
an
50
batch
numbers
Pixie
options
OX FOR D
the
the
Find
all
of
faster
at
that
slowed
machine
the
Pencils
a
of
30
donuts
numbers
in
another
24
machine
lot
should
sensible
numbers
many
the
a
makes
16
many
ways
be
a
baked
Find
other
machine
make
how
box.
show
donut
a
in
they
socks
the
accept
socks
that
a
that
odd
could
could
day.
socks
an
conveyor
be
go
Ever y
in
a
in
batches
of
9 6.
packet.
sock
is
the
same
size
packed?
number
be
belt
put
of
in
a
socks.
pack
What
from
are
one
the
batch?
35
UNIT
1:
TOPIC
9
Divisibility
2
is
one
your
factor
of
half
of
all
the
whole
2
of
2
all
the
43
is
an
numbers
29
even
a
Is
b
Test
78
ever y
three
your
notice
4
Circle
all
answer
36
by
exactly
10 0 0
the
circling
divisible
20 01
divisibilit y
425
that
the
by
2.
2.
123 4
990
2223
1
18
are
of
are
that
numbers
12
red
exactly
divisible
428
appear
340
on
this
4:
and
by
ones)
716
of
divisible
38
and
each
by
4.
20
36
3 20,
40
5812.
What
do
you
number
?
4.
3 42
page,
exactly
18
34
by
(tens
are
16
32
divisible
par t
that
14
30
exactly
the
4?
even
28
426
numbers
by
10
26
numbers
numbers
using
divisible
8
24
620
Without
707
6
these
the
are
number
4
about
1
12
5
of
that
514
even
22
All
is
by
number.
2
3
fac tors.
practice
Circle
4
your
one
even
number
18
NOT
numbers.
divisible
1
of
fac tor s.
Every
Guided
is
716
714
410
412
write:
a
a
3 - digit
number
that
is
exactly
divisible
by
2.
b
a
3 - digit
number
that
is
exactly
divisible
by
4.
c
a
4 - digit
number
that
is
exactly
divisible
by
2.
d
a
4 - digit
number
that
is
exactly
divisible
by
4.
OX FOR D
U N I V E RSI T Y
PR E S S
Independent
practice
There
Test
to
see
number
divided
if
can
is
a
way
to
test
for
divisibilit y.
a
be
exac tly
It
can
if
…
Example
by:
In
2
the
number
is
even
135
so
135
(135
3
the
sum
the
number
by
of
the
is
digits
792
the
972
792
÷
is
2
last
an
=
digit
even
67
is
an
even
number
number.
8 9 6)
in
In
24
the
(6
÷
In
132,
sum
of
the
digits
is
2
+
4
=
6.
divisible
3
=
2)
3
the
last
two
digits
can
be
the
last
2
digits
are
32.
4
divided
the
by
4
number
ends
in
5
can
be
95
ends
78
is
divided
by
4
(132
÷
4
=
3 4)
or
5
a
32
in
5
(9 5
÷
5
=
19).
0
the
number
is
even
and
it
even
and
the
sum
of
its
digits
is
6
is
divisible
the
last
by
three
3
7
digits
a
number
that
can
8
=
15.
the
by
sum
is
divisible
by
3
(78
÷
6
=
13).
10 4 8,
the
last
3
digits
are
0 4 8.
48
is
be
divisible
divided
15
are
In
8
+
by
8
(10 4 8
÷
8
=
131).
8
of
the
digits
in
the
In
15 3,
the
sum
of
the
digits
is
1
+
=
17).
5
+
3
=
9.
9
number
10
the
is
divisible
number
ends
by
in
a
9
15 3
is
543
210
Use
the
divisible
OX FOR D
divisibilit y
tester
for
this
ends
activit y.
Circle
210
the
÷
9
in
a
10
=
54
numbers
(15 3
zero
÷
so
9
it
is
divisible
by
10.
321)
that
are
exactly
by:
a
41
1
b
552
c
71
1
d
888
24 8
24 4
884
e
819
6 93
5 39
252
f
8 02
820
990
10 01
U N I V E RSI T Y
by
zero
(5 4 3
1
divisible
PR E S S
207
775
702
4 33
6 30
522
513
751
6 03
37
2
A
prime
number
because
Use
on
3
the
this
it
is
par t
a
only
divisibilit y
Numbers
35
can
has
of
a
that
be
have
two
to
by
help
1
1
and
you
and
itself.
37
is
a
prime
37
.
circle
the
only
other
factors
are
called
prime
more
than
It
has
35,
and
7
.
b
3
and
6?
c
4
and
8?
d
2
and
3?
e
2,
4
and
f
3
and
1
1?
g
2,
3,
4,
5
How
do
a
It
you
has
8?
by
3
in
by:
What
that
are
5 31
it.
its
is
other
factors?
divisible
b
It
is
an
by
3?
odd
Circle
one
number.
answer.
c
The
is
38
6
Circle
the
number
7
Jack
has
a
How
b
Would
c
Explain
d
How
24 6
it
that
model
could
you
is
divisible
cars.
He
explain
by
wants
to
Jack
4.
to
possible
to
put
your
answer
to
question
more
cars
them
would
4 4 46
put
that
be
many
numbers.
9?
3.
know
a
divisible
5
4?
divisible
exactly
1,
and
is
are
factors:
2
39
2
four
a
and
number
composite
numbers
4
question
two
Which
6
number
char t.
number.
in
factors:
divided
tester
10 0
composite
just
it
in
9 324
them
in
is
possible
not
groups
of
groups
of
to
sum
of
divisible
the
by
24 42
digits
3.
123 4
4.
do
that?
3?
7b.
Jack
need
to
be
able
to
make
groups
of
4?
OX FOR D
U N I V E RSI T Y
PR E S S
Extended
1
When
that
it
practice
a
number
number.
can
Circle
also
the
Use
For
be
example,
divided
54
the
divisible
numbers
24
2
is
Venn
by
that
2
by
2
72
and
and
are
another
by
are
3.
divisible
96
diagram
3
number,
factors
Prove
by
48
6,
it
2
it
of
for
and
6.
which
numbers
4
3
4
and
by
are
the
3
and
by
44
45
48
72
76
81
92
96
How
b
Find
There
is
all
a
7
.
show
you
the
know
the
is
divisible
both
OX FOR D
4
U N I V E RSI T Y
and
PR E S S
by
the
that
30 6
is
divisible
numbers
70 0
special
the
divisible
by
6,
following.
by
3
Divisible
by
4
5
12
8
and
that
730
by
will
that
6?
divide
is
exactly
divisible
by
into
30 6.
ever y
single - digit
number
number
?
diagram
numbers
4,
with
is
of
3.
6
that
Divisible
are
number
factors
78
by
between
Venn
some
3,
single - digit
number
What
Complete
to
do
a
the
4.
20
a
if
by
following
divisible
both
So,
divisible
to
15
except
5
of
also
yourself
Divisible
show
is
and
by
4
Divisible
by
5
by
5.
39
UNIT
1:
TOPIC
Division
10
written
strategies
Let ’
s
One
written
solve
is
to
are
a
division
split
the
dividing
Guided
1
way
Split
number
by
to
these
68
÷
2
is
60
÷
2
=
So,
2
÷
So,
68
=
What
is
2
is
÷
quotient.
2
is
÷
2
=
2
=
So,
to
nd
the
the
same
as
÷
2
and
÷
2
3
÷
2
=
+
=
3
quotient.
2?
same
b
as
60
÷
2
84
the
=
÷
2
=
=
What
is
and
22
is
÷
2
÷
and
8
÷
2
=
69
÷
3
is
60
÷
3
=
as
80
÷
2
and
4
÷
2
122
÷
=
69
as
2
=
What
is
÷
4
145
4
÷
2
124
=
So,
60
÷
3
and
9
÷
3
÷
124
÷
as
=
4?
10 0
÷
4
and
24
÷
4
=
÷
4
What
5
is
=
is
145
+
145
the
÷
=
+
as
+
same
and
=
3?
=
=
122
÷
same
3
10 0
f
÷
÷
the
÷
69
=
is
So,
2?
same
3
is
the
124
24
2
2
÷
d
+
the
What
So,
2?
same
2
2
2
+
÷
÷
÷
÷
is
the
÷
40
numbers
2
122
So,
the
÷
÷
9
÷
84
e
22
nd
you
=
68
c
84
marbles
problem
What
÷
86
practice
a
8
to
share
÷
5
=
÷
5
=
÷
5
=
÷
=
5?
same
as
÷
5
5
+
=
OX FOR D
U N I V E RSI T Y
PR E S S
Independent
practice
Ste p
Division
can
be
set
out
in
4
algorithm.
“box”
shor t
You
and
put
split
division.
it
the
up.
number
This
Imagine
is
the
in
a
42
÷
3.
This
is
how
it
tens
split
groups
called
makes
of
1
into
Ste p
three
group
of
the
three
problem
ten
tens
lef t
and
for
ones.
Find
the
quotient
10
Now
ten
over.
there
are
works:
12
1
2
Trade
3
1
is
1
an
using
the
shor t
division
ones.
method.
1
4
2
OX FOR D
5
1
6
2
3
6
3
7
2
7
8
4
6
8
4
3
8
7
These
problems
1
1
4
4
6
6
6
2
3
U N I V E RSI T Y
2
contain
larger
5
8
5
3
8
numbers
but
you
can
9
solve
6
them
in
the
same
6
7
8
5
9
5
7
9
1
way.
8
5
5
6
0
3
6
5
1
2
8
5
0
9
6
3
9
5
4
5
5
8
5
7
7
9
8
6
7
4
6
6
9
0
3
6
4
5
4
8
9
6
3
7
8
7
7
9
1
2
8
9
8
6
6
8
4
PR E S S
41
When
There
1
the
digit
in
the
aren’tenough
of
2.
We
1
1
tens
star t
split
with
into
rst
column
hundreds
1
1
to
cannot
make
be
divided,
this
2
groups
of
what
Trade
That
tens.
groups
is
2
=
18
5r1
you
the
into
5
2
Find
3
the
1
2
8
2
write
in
the
the
1
for
18
10
ones.
groups
5
9
1
8
ones.
of
2
=
9
quotient.
8
Remember
ten
makes
split
do.
5
1
1
7
4
3
1
6
2
1
4
4
1
3
6
1
3
2
4
2
6
8
2
7
0
3
9
9
4
6
8
6
2
8
2
6
8
0
3
7
2
2
9
4
5
3
9
5
6
4
4
1
9
8
to
digits
correct
columns.
wrong
2
H
T
5
9
right
O
H
11 8
2
T
O
5
9
Sometimes
11 8
When
using
For
4
Find
the
quotient.
this
“r”
the
happens
for
example,
Use
“r”
number
to
you
you
are
have
a
dividing
will
remainder.
not
This
split
can
equally.
be
shown
remainder.
13
÷
show
3
the
=
4
r1.
remainder.
r
4
42
2
5
1
3
3
9
5
6
7
6
2
9
3
9
3
5
7
6
9
1
2
5
6
7
7
2
5
8
2
7
8
2
7
5
2
6
5
2
7
7
9
4
5
4
7
1
9
9
OX FOR D
8
0
U N I V E RSI T Y
PR E S S
Extended
Not
1
the
a
2
7
number
quotient
÷
÷
2
for
can
3
we
r1,
have
9
answers
÷
in
2
these
r1
Seven
b
Two
people
are
c
Two
sisters
share
a
school,
there
and
shared
given
are
161
other
where
what
13
÷
2
to
=
do
6
145
with
r1.
numbers.
necessar y
c
÷
in
Write
the
is
d
the
You
best
38 6
know
way
to
senior
nd
÷
7
that
express
nine
two
marbles.
How
much
children
in
people.
How
do
many
they
can
each
each
person
have?
get?
the
Class
six
to
answers.
6
remainders.
What
algorithms
situations?
between
$13.
by
3
out
real - life
a
At
donuts
÷
work
4
equally
remainders
72
to
=
divided
Use
b
life,
=
be
these.
5
real
the
3
ever y
97
In
practice
Number
of
classes.
students
a
To
nd
class,
the
mean
divide
number
of
the
(average)
total
classes.
number
number
The
of
mean
of
students
students
by
3W
25
3/ 4D
26
per
the
4M
is:
5S
b
Complete
the
table
to
show
the
actual
number
that
5/6H
could
be
in
each
None
of
the
class.
Two
classes
have
been
lled
6T
in.
students
4
5
Three
people
any
share
a
Calculate
how
b
They
ask
a
a
share.
At
a
for
fair
chicken
boxes.
OX FOR D
as
Each
30 0 0
U N I V E RSI T Y
a
prize
much
List
to
of
the
same
number
of
$10 0.
money
coins
eggs
hold
has
class.
change
the
30 0 0
can
classes
other
bank
farm,
box
other
8
a
each
the
and
day
dozen
should
money
notes
are
receive.
so
that
that
each
packaged.
eggs.
How
they
might
They
many
can
each
have
have.
are
boxes
put
are
into
needed
eggs?
PR E S S
43
UNIT
2:
TOPIC
Comparing
What
look
does
a
1
and
ordering
fraction
fractions
A
like?
fraction
of
T
he
is
number
the
the
numerator
.
number
is
on
the
on
the
a
can
whole
be
par t
thing.
top
Write
the
a
What
fraction
fractions
in
words
b
1
1
4
2
is
sixth
A
and
quar ter
is
of
the
Half
blue.
beads
of
the
are
red.
numbers.
fraction
c
What
green?
is
fraction
d
blue?
What
is
fraction
black?
one
Shade
a
Shade
the
shapes.
3
3
b
3
What
4
Shade
c
of
the
group
group
to
3
d
3
is
match
e
Shade
5
the
6
fraction.
2
c
12
5
Shade
shaded?
5
b
3
Shade
4
fraction
each
2
Shade
8
44
things.
1
2
10
of
par t
bottom
What
1
a
group
be
T
he
denominator
red?
one
a
can
practice
1
is
fraction
of
circle
Guided
A
2
d
5
4
OX FOR D
U N I V E RSI T Y
PR E S S
Independent
1
Write
the
practice
missing
fractions
on
the
number
lines.
a
1
3
5
5
b
9
10
c
1
4
d
3
8
e
1
3
f
4
6
g
0
2
Which
fraction
1
a
1
each
pair
is
closer
3
or
4
b
?
e
or
lines
in
question
1
?
c
f
7
i
?
8
7
?
7
or
2
8
help.
?
or
4
1
or
8
to
8
3
?
3
1
1
or
4
1
or
h
number
6
5
?
5
the
1
2
4
7
10
Use
or
1
1
10
g
1?
3
or
5
to
1
?
8
1
d
in
?
10
1
3
Which
fractions
are
the
same
distance
along
the
number
line
as
?
2
OX FOR D
U N I V E RSI T Y
PR E S S
45
4
Use
the
number
smallest
4
a
3
,
1,
1
c
9
,
1
3
d
1
2
e
,
2
,
5
Use
the
these
order
each
group
from
10
3
,
6
2
3
2
2
,
3
6
,
10
5
3
,
4
,
8
you
,
10
3
3
10
help
1
1
,
8
,
8
,
10
,
4
2
1,
10
,
2
to
5
3
,
49
2
5
7
10
page
,
5
b
on
largest
1
,
5
5
to
lines
,
6
10
symbols
number
3
7
4
8
3
1
8
2
5
2
6
3
>
(is
bigger
than),
<
(is
smaller
than)
or
=
to
complete
sentences.
a
1
1
4
8
2
5
4
8
b
e
3
1
6
2
c
f
2
2
3
6
d
9
4
10
5
g
3
6
5
10
h
i
6
0
a
1
Circle
on
the
the
6
two
fractions
number
describe
the
position
of
the
triangle
line.
6
6
8
10
8
Circle
the
and
b
that
1
6
4
8
and
fraction
that
3
and
describes
2
2
2
3
8
4
how
far
4
from
1
the
triangle
is.
3
c
Draw
a
diamond
that
is
of
the
way
from
0
to
1.
8
7
a
Divide
b
Shade
the
rectangle
into
eighths.
2
8
c
46
What
other
fraction
describes
the
fraction
that
you
have
shaded?
OX FOR D
U N I V E RSI T Y
PR E S S
Extended
practice
a
the
1
Divide
into
2
three
b
Shade
c
Write
Write
equal
one
two
these
rectangle
par ts.
par t.
fractions
fractions
at
1
that
the
describe
correct
the
place
shaded
on
1
number
3
c
4
line.
3
b
a
the
par t.
7
d
2
e
4
8
8
0
3
4
1
Write
a
that
bigger
b
smaller
c
bigger
than
a
d
bigger
than
ve - sixths
e
smaller
Some
so
Is
true?
out
on,
than
and
more
can
nd
Number
•
Fraction:
Was
the
found
U N I V E RSI T Y
PR E S S
this
but
two -thirds
third
an
it
but
eighth
is
than
but
bigger
but
larger
a
than
a
a
half.
half.
than
fold
half.
a
one.
twelfth.
square
of
paper
in
half,
then
half
again,
times.
fur ther,
fraction
to
a
than
than
smaller
impossible
eight
than
but
go
no
smaller
smaller
times
of
result
quar ter
many
the
•
you
say
How
you
a
than
people
and
it
than
is:
a
When
OX FOR D
fraction
can
that
you
write
the
keep
down
folds
folding
the
have
a
piece
number
split
the
of
of
paper
folds,
paper
in
then
half?
open
the
paper
into.
folds:
as
you
expected?
Write
a
sentence
to
say
how
easy
or
how
dif cult
task.
47
UNIT
2:
TOPIC
Adding
Working
and
with
numbers
2
subtracting
fractions
when
you
is
rst
like
fractions
working
star ted
with
school.
3
A
fraction
such
tells
as
you
the
name
of
What
are
they
c alled?
apples
4
the
of
fraction
par ts
(denominator)
that
you
denominator
have
and
the
number
(numerator).
4
name
What
are
they
c alled?
4
quar ter s
It
works
same
Guided
You
can
just
as
practice
add
you
fractions
do
with
1
Fill
a
1
c
2
in
apple
with
the
ordinar y
the
quar ter
+
2
apples
same
denominator
objects.
+
1
quar ter
1
4
4
+
3
apples
2
fths
=
quar ters
b
1
4
=
e
48
=
quar ter
+
2
quar ter s
=
3
quar ter s
1
2
3
4
4
4
gaps.
1
fths
the
for
subtraction.
1
1
in
way
fths
eighth
+
2
8
d
2
sixths
eighths
8
+
3
sixths
=
eighths
8
=
sixths
f
3
1
4
4
OX FOR D
U N I V E RSI T Y
PR E S S
Independent
1
Write
the
practice
number
sentence.
e.g.
a
+
=
1
2
+
=
3
+
=
4
4
4
+
2
Use
two
colours
2
e.g.
1
+
4
U N I V E RSI T Y
complete
the
1
4
5
✕✕
a
c
5
–
e
=
6
2
=
=
8
6
1
sentences.
2
6
=
1
–
3
=
10
–
8
3
PR E S S
+
subtraction
10
5
5
e
=
–
=
8
2
–
3
4
10
4
9
=
+
8
help
sentence.
5
3
to
number
=
3
+
5
c
diagrams
10
the
1
a
4
2
b
OX FOR D
3
=
–
4
5
match
3
3
d
to
2
the
e.g.
diagram
=
+
3
Use
each
6
1
3
shade
2
+
6
d
to
=
4
2
b
–
=
–
=
3
49
If
the
total
comes
to
more
than
one
5
whole,
you
use
an
improper
frac tion
(
)
4
1
or
a
mixed
number
(1
3
2
5
1
4
4
4
4
).
4
4
Write
the
answer
5
Use
the
improper
fraction
and
as
a
mixed
4
=
or
8
lines
+
help
you
add
and
Complete
the
1
6
6
subtract.
3
3
4
8
4
3
1
=
=
4
or
6
2
+
4
=
6
8
to
number.
4
1
8
number
3
6
an
4
+
8
5
as
–
following.
Use
improper
fractions
and
=
8
8
4
mixed
8
numbers
for
the
addition
problems.
3
3
a
5
+
or
=
4
4
1
3
or
0
50
d
1
2
1
=
or
f
1
1
2
0
1
2
1
2
=
2
–
3
2
6
0
4
10
1
4
–
6
+
=
8
2
=
1
9
7
–
0
5
0
10
2
4
+
5
e
1
8
0
c
b
=
3
OX FOR D
U N I V E RSI T Y
PR E S S
Extended
It
practice
is
possible
and
to
quar ters,
same
t ype
but
of
one
add
different
rst
you
fractions,
need
to
such
change
as
halves
them
to
the
fractions.
whole
1
2
1
3
1
4
1
5
1
6
1
7
1
8
1
9
1
10
1
11
1
12
1
For
example,
what
is
1
+
2
•
On
the
?
4
fraction
wall,
you
cansee
2
that
1
is
the
same
size
as
4
2
1
•
2
1
to
Change
2
1
4
+
4
2
•
Now
you
1
+
have
4
1
Use
the
fraction
wall
2
3
+
=
4
4
4
complete
these
addition
3
=
4
and
1
=
2
the
4
diagrams
is
to
help
you
problems.
the
+
+
=
a
same
1
as
1
1
+
=
6
+
2
is
b
=
6
6
6
the
+
=
+
same
as
1
+
=
+
10
2
Use
the
fraction
+
1
b
e
1
PR E S S
=
2
h
these
problems.
c
1
3
=
f
4
=
2
3
+
8
=
4
1
1
+
2
1
–
4
1
+
4
solve
1
–
1
1
help
1
=
2
+
6
to
10
3
1
=
1
lines
=
10
1
+
6
10
+
U N I V E RSI T Y
number
3
–
5
OX FOR D
or
2
=
1
1
3
diagrams
5
10
g
wall,
1
3
a
d
10
=
8
51
UNIT
2:
TOPIC
Decimal
If
you
par ts,
split
split
one
each
is
a
and
Guided
1
par t
tenths
fractions
whole
whole
par t
show
fractions
one
each
3
is
a
into
into
tenth.
10 0
as
If
equal
you
equal
hundredth.
and
10
You
hundredths
par ts,
can
one
as
whole
one -tenth
one - hundredth
1
1
10
10 0
0.1
0.01
1
decimals.
practice
Write
the
shaded
par t
as
e.g.
a
fraction
and
as
a
decimal.
a
b
t wo -tenths
tenths
t wo- hundredths
2
10
0.2
c
2
d
Shade
the
diagrams
0.4
3
Write
these
to
match
e
the
0.0 4
as
0.15
3
23
b
10
Write
a
52
these
0.6
0.7
3
c
10 0
as
0.9 9
decimals.
a
4
decimals.
10 0
fractions.
b
0.77
c
0.0 8
OX FOR D
U N I V E RSI T Y
PR E S S
Independent
A
hundredth
not
be
ver y
practice
of
a
chocolate
much,
but
would
there
are
one -thousandth
even
smaller
fractions.
If
you
split
1
a
hundredth
into
ten
equal
par ts,
10 0 0
each
1
Fill
par t
in
is
the
called
a
thousandth
0.0 01
gaps.
a
F
our -thousandths
a
piece
would
of
be
0.
of
chocolate
so
small
you’
d
10 0 0
need
a
glass
magnifying
to
see
it!
four-thousandths
b
0.
c
0.
10 0 0
10 0 0
one - hundredth
2
Write
these
and
as
three -thousandths
125
2
4
87
22
99
f
10 0 0
10 0 0
fraction:
a
0.0 05
b
0.255
c
0.101
d
0.035
e
0.9 9 9
f
0.0 0 9
Write
this
four teen
OX FOR D
four-thousandths
10 0 0
e
10 0 0
a
and
c
10 0 0
d
as
t wo - hundredths
8
b
10 0 0
Write
tenth,
decimals.
a
3
one
U N I V E RSI T Y
number
ones,
PR E S S
using
digits:
six-tenths,
two - hundredths
and
seven -thousandths
53
5
Complete
these
by
writing
the
symbols
>
(is
bigger
than),
<
(is
smaller
3
a
0.01
0.0 03
c
10 0 0
0.0 03
0.25
6
e
0.2
0.125
f
10 0 0
0.01
10 0 0
2
g
19
0.02
h
1
i
0.9 9 9
0.19
10 0 0
10 0 0
52
j
999
0.052
k
0.4 30
l
0.0 4 3
0.9 9 9
10 0 0
6
7
54
Fill
in
the
gaps
on
10 0 0
these
decimal
a
Count
in
tenths.
b
Count
in
hundredths.
c
Count
in
thousandths.
Use
the
number
a
0.2
c
0.0 07
e
0.1
lines
0.5
0.0 0 4
0.1
1
=.
10 0 0
125
d
or
25
b
0.0 01
than)
to
0.1
help
0.2
you
0.9
0.0 0 8
number
these
0.4
0.0 02
0.22
order
0.0 01
0.15
lines.
from
smallest
to
0.07
largest
b
0.0 4
0.02
d
0.2
0.3
0.02
f
0.5
0.05
0.0 05
0.0 6
0.0 02
0.555
OX FOR D
0.03
0.1
0.055
U N I V E RSI T Y
PR E S S
Extended
1
Write
practice
the
position
of
the
triangle
on
each
0.0 6
number
line.
0.07
a
b
1
2
There
are
10 0c
in
$1.
So,
one
cent
is
of
a
dollar.
It
can
also
be
a
decimal?
written
as
$0.01.
10 0
How
3
can
Write
ve
the
cents
following
be
written
with
a
with
dollar
a
sign
dollar
and
a
sign
and
decimal:
15
a
25c
b
8c
c
of
a
dollar
of
a
dollar
10 0
80
d
75c
e
f
20c
10 0
2
g
1
15c
h
2
dollars
and
of
a
dollar
10
4
To
work
2
out
$2.9 0
×
3
.
Show
on
a
calculator,
you
could
press
seven
keys
like
this:
×
how
it
could
be
done
by
pressing
just
six
keys:
=
5
Some
cafés
decimal
Using
nd
their
prices
using
just
one
place.
the
the
show
Men
u
normal
cost
way
of
writing
money,
Coffe
e
Small
:
of:
Large:
a
A
small
b
A
large
coffee
coffee
and
and
a
large
two
muf n.
fruit
scones.
Muf
ns
Small
:
c
A
small
muf n
and
and
a
large
two
coffee,
plain
a
small
Large:
A
large
coffee
and
one
plain
scone.
(2
Plain:
Fruit:
e
Two
and
OX FOR D
U N I V E RSI T Y
PR E S S
large
two
coffees,
fruit
$2.4
$4.7
scones.
Scon
es
d
$3.2
$3.9
one
plain
per
serv
e)
$3.7
$4.2
scone
scones.
55
UNIT
2:
TOPIC
4
Percentages
The
The
symbol
%
stands
for
per
cent.
It
means
amount
shaded
is:
out
1
frac tion
of
a
hundred.
It
can
be
a
percentage.
written
Guided
1
Write
and
1
%
means
as
a
one
out
fraction,
as
of
a
a
10 0
hundred.
decimal
or
as
0.01
decimal
1
%
perc entage
practice
each
as
a
shaded
par t
as
a
fraction,
as
a
decimal
percentage.
3
F rac t ion
F rac t ion
F rac t ion
Decimal
Decimal
Decimal
Percen t age
Percen t age
Percen t age
F rac t ion
F rac t ion
F rac t ion
Decimal
Decimal
Decimal
Percen t age
Percen t age
Percen t age
100
2
Shade
the
grid.
Fill
the
gaps.
20
F rac t ion
F rac t ion
10 0
Decimal
Decimal
Percen t age
Percen t age
F rac t ion
F rac t ion
15%
55
10 0
Decimal
Percen t age
56
Decimal
75%
Percen t age
OX FOR D
U N I V E RSI T Y
PR E S S
Independent
1
Fill
in
the
practice
gaps
to
match
the
percentages,
decimals
and
fractions.
3 0%
0
1
0.5
0
1
1
10
0
2
Complete
the
1
3
table.
Write
true
or
false
1
Frac tion
Decimal
Percentage
a
10%
=
10
5
a
10 0
b
b
0.01
c
0.2
<
1
%
25%
c
25
0.75
=
10 0
99
d
10 0
35
d
35%
=
10 0
9
e
10
f
7
4 0%
e
<
75%
10
g
0.1
f
0.9
>
9%
2
h
10 0
2
i
0.3
g
>
20%
10 0
j
10 0%
h
95%
=
i
10 0%
0.95
1
k
2
l
4
1
%
Compare
the
fractions
this
square
and
of
same
of
shaded.
of
this
this
of
of
this
this
U N I V E RSI T Y
PR E S S
same
%
the
is
the
is
amount
this
%
the
square
of
same
square.
as
same
shaded.
the
as
amount
Shade
OX FOR D
square.
shaded.
c
is
square
same
is
1
amount
Shade
b
is
the
2
2
is
1
percentages.
Shade
1
a
>
the
same
square.
as
%
57
5
Order
each
row
from
smallest
to
largest
b
2
a
0.03
0.05
6%
0.5
20%
10 0
c
1
55
2
10 0
1
5%
d
4 0%
11
3
e
70%
f
0.07
10%
Follow
the
instructions
to
0.01
10 0
4
6
0.0 4
4
colour
these
circles.
30
30%
red,
0.4
blue,
yellow
10 0
7
Write
a
8
the
fraction
decimal,
Follow
the
as
a
of
triangles
fraction
instructions
and
to
that
as
a
colour
are
green
as
percentage.
these
diamonds.
30
4 0%
red,
20%
blue,
yellow,
5%
green,
5%
white
10 0
9
There
are
Colour
10
20
them
red,
25%
a
Choose
beads.
Write
of
a
the
as
a
on
way
25%
to
the
white
as
a
the
string.
percentages:
blue,
Leave
beads
and
58
these
50%
b
beads
yellow.
colour
rest
par t
of
of
fraction,
25%
the
the
as
a
of
these
beads
white.
string
decimal
percentage.
OX FOR D
U N I V E RSI T Y
PR E S S
Extended
1
If
practice
someone
Complete
offers
the
you
table
to
50%
show
of
their
what
Item
apple,
you
it’s
would
the
get
Percentage
same
if
you
as
offering
were
a
offered
Frac tion
half.
these
items.
Number
of fered
2
a
Box
b
Pack
c
Tin
d
Bag
In
some
a
of
c
3
You
80
of
donuts
50
cut
a
second
If
Sally
of
the
If
Sally
of
the
need
a
a
asked
asked
rst
new
c
Click
d
Double - click
e
Choose
f
Look
g
Take
a
a
and
for
shor t
on
string
of
and
the
than
Sally
length
10 0%.
said
of
she
the
needed
rst
one,
piece
long
long
that
would
piece
it
it
percentages
You
10 0%
of
the
length
20 0%
of
the
length
be?
that
would
Word.
was
was
be?
to
change
will
need
a
the
size
of
computer
drawings
for
the
in
next
a
computer
activit y.
le.
on
to
more
autoshapes
draw
the
a
(PC)
or
basic
shapes
(Mac).
shape.
shape
so
that
you
can
format
(change)
it.
Size
the
note
size
of
Word
drag
of
have
50%
four th
how
shape
to
be?
Microsoft
Choose
a
a
as
was
another
knowledge
such
piece
how
for
one,
b
a
it
for
1
%
possible
that
one,
Open
Write
is
1- metre
a
the
it
would
rst
25%
marbles
piece
long
10%
cookies
situations
you
50%
pencils
10 0 0
If
program
OX FOR D
of
of
how
b
20
of
of
Scale
what
the
repor t
icon
and
change
happened.
10 0%
Experiment
to
to
120%.
see
Then
how
you
click
can
OK
double
shape.
about
the
way
that
entering
different
percentages
can
change
shape.
U N I V E RSI T Y
PR E S S
59
UNIT
3:
TOPIC
Financial
Year
buy
5
want
fruit,
plans
to
cut
raise
it
up
money
and
Friday”
.
They
want
fruit
more
than
for
1
to
it
sell
for
10 0
make
costs
a
an
end - of-year
fruit
salads
prot.
to
buy
This
at
par t y.
a
stall
means
They
on
that
decide
“Fruit
they
Salad
sell
the
it.
T
he
Guided
to
less
the
fruit
profit
1
Look
take
2
3
If
it
costs
to
prepare
practice
at
at
the
the
the
fruit
sign.
stall
much
a
$10 0?
Year
5
How
much
a
1
they
$150
prot
will
much
sell
to
to
cut
would
of
each
it
10 0
buy,
they
up
money
all
will
fruit
Year
make
b
decide
kg
if
costs
How
How
if
5
cost
if
fruits
not
cost
make
of
the
they
any
fruit
c
into
will
more
make.
5
$75?
ve
they
the
salads?
will
the
Year
salad,
the
fruit
prot.
is:
$50?
d
$25?
salads.
bought:
fruit?
Ba
Ora
Gra
p
b
2
kg
of
each
50 0
g
of
each
$2
4
5
Flora’s
a
60
of
Fruit
What
if
5
kg
Year
fruit?
Shop
offers
5
$3
be
bought
$
a
the
10
10%
total
kg
of
discount
before
each
fruit?
What
would
be
the
discount?
c
What
would
be
the
new
Year
5
bought
5
kg
of
each
if
price
b
If
s
kg
kg
fruit?
each
would
na
kg
Ap
ar s
Pe
d
na
es
es
fruit?
$1
0
c
ng
price
fruit,
of
the
how
Year
5
buy
0
2.5
10
kg
of
p le
$4
kg
each
s
kg
fruit.
discount
fruit?
much
prot
would
they
make?
OX FOR D
U N I V E RSI T Y
PR E S S
Independent
1
Year
5
$10 0.
2
practice
want
If
to
they
Year
5
need
a
Circle
make
buy
to
3
How
Flora’s
any
of
the
a
much
Fruit
kg
spend
50%
b
5
a
of
of
each
less
on
at
the
send
fruit.
a
kg
the
of
$50,
how
that
quar ter
2.5
least
fruit,
following
does
Shop
prot
much
They
half
along
they
over
decide
describe
2.5
kg
don’t
their
to
of
0.5
grapes
fruit,
so
want
budget
buy
only
grapes
Write
t ype
b
of
Write
all
c
the
for
2.5
more
than
they?
kg
of
compared
grapes.
to
5
kg
apples:
25%
cost?
with
an
invoice
to
show
how
much
Year
5
owe.
Fruits
each
Description
Quantit y
Price
per
Apples
5
kg
$ 4.0 0
Pears
5
kg
$1 .50
Oranges
5
kg
$ 3.0 0
Bananas
5
kg
$2.0 0
Grapes
2.5
kg
Cos t
fruit.
the
the
Year
cost
spend
are
0.75
Flora’s
a
to
total
price
$20.0 0
of
fruit.
5
can
discount.
amount
get
Fill
of
a
in
the
10%
the
kg
$10.0 0
discount.
Total:
d
Write
the
10%
new
discounted
discount
How
5
The
and
much
under
students
either
cups.
their
need
10 0
Calculate
to
$10 0
buy
plastic
the
you
pay
by
tomorrow.
Discount:
total.
Discounted
4
if
budget
10 0
bowls
price
for
will
plastic
or
10 0
each
Year
spoons
plastic
total:
5
be
after
buying
Cu
ps
for
the
$1
6 .5
fruit?
0
10
0
option.
w ls
Bo
Working- out
for
spac e
Sp
oo
ns
for
OX FOR D
U N I V E RSI T Y
PR E S S
$5
$2
2.0
0
0
10
.5 0
10
0
61
Pete’s
GST
(Goods
and
Ser vices
Tax)
Item
a
tax
that
has
purchases.
cost
is
A
be
paid
for
percentage
added
percentage
to
to
can
the
of
price.
Plastic s
is
Quantit y
Unit
the
The
Spoons
10 0
5c
Cups
10 0
15c
price
of
On
class
Fruit
10%.
total
7
Fill
on
the
5
in
the
Friday,
GST
and
GST
cups.
to
amount
and
Pete’s
Item
show
have
bought
what
the
looked
like
10 0
10 0
$20.0 0
(10%)
was
Plastic s
Quantit y
Unit
price
Spoons
10 0
5c
Bowls
10 0
20c
if
Total
price
of
Cost
goods
spoons
GST
and
$15.0 0
Total:
receipt.
would
had
spoons
the
gaps
receipt
Year
used
Salad
Fill
$5.0 0
goods
GST
The
Cost
change.
Total
6
price
some
(10%)
bowls.
Total:
8
Two
furniture
without
Fill
Ch
in
the
air
p lu
GST.
$2
The
are
selling
the
same
other
shows
the
price
amounts
see
which
Ta
b
T
p lu
Furniture
Item
to
0
GS
s
shops
Quantit y
le
s
shop
tables
and
including
has
the
better
price
Ch
T
$
price
1
$120.0 0
Chairs
4
$20.0 0
of
for
a
table
Cos t
the
Item
and
four
chairs.
Ta
b
le
$1
30
Quantit y
For
You
Unit
price
Table
1
$130.0 0
Chairs
4
$21.50
goods
Total
price
of
Cos t
goods
(including
GST
price
.5 0
21
Furniture
Table
Price
shows
air
World
Unit
One
GST.
$1
20
GS
chairs.
GST )
(10%)
Total:
9
Both
shops
What
a
62
is
the
have
an
new
price
Furniture
end - of-year
World:
for
a
sale.
table
and
They
four
offer
chairs
b
10%
at
off
each
the
nal
prices.
shop?
Furniture
For
You:
OX FOR D
U N I V E RSI T Y
PR E S S
Extended
A
1
practice
receipt
Circle
for
the
a
restaurant
price
of
the
meal
meal
shows
before
$80
a
price
10%
GST
$ 82
of
$ 9 0.20,
was
including
GST.
added.
$ 8 0.20
$ 82.20
10
If
2
GST
is
10%,
the
price
before
the
tax
was
added
is
of
the
nal
price.
11
You
see
that
this
•
$1
1.0 0
÷
1
1
•
$10.0 0
+
10%
If
the
You
for
3
can
will
the
Not
costs
need
next
all
work
a
meal
In
true
$1.0 0.
GST
to
a
by
using
$1.0 0
=
$22.0 0,
access
×
a
10
nal
=
$10.0 0
the
cells
Click
of
for
$1
1
the
for
a
meal
meal:
before
GST.
$1
1.0 0
what
is
the
computer
price
and
a
before
program
divide
amounts
A1,
B1
easily
easily.
and
C1
by
1
1.
You
Follow
can
these
on
Formula
cell
B2
Bar.
If
and
you
GST?
such
as
Microsoft
Excel
Bar,
click
then
don’t
on
a
spreadsheet
in
a
new
(such
Excel
as
Excel)
to
workbook.
t ype:
on
see
View
Full
the
pric e
Be for e
GST
GST
amount
GST
amount
B2
A
the
1
Formula
use
steps
1
b
price
activit y.
amounts
out
=
is
Full
B
pric e
Be fore
C
GST
D
and
2
then
on
Formula
Bar
…
Click
and
here
here
10
c
To
tell
the
computer
to
nd
of
Type
11
the
price,
t ype
in
the
Formula
here
Bar:
A 2 /11*10
=A 2 /1
1*10.
( This
formula
tells
the
A
computer
to
divide
cell
1
1
the
amount
in
1
Full
B
pric e
Be fore
2
by
4
OX FOR D
A2
and
then
multiply
GST
Press
e
Click
f
Press
Calculate
PR E S S
D
amount
= A 2 /11*10
it
10.)
d
U N I V E RSI T Y
by
C
GST
It
will
also
appear
here
Return
on
cell
A2
Return,
the
GST
and
and
enter
the
full
watch
the
price
amount
and
enter
it
price
as
before
into
the
$ 9 9.9 9.
GST
GST
appear
column
in
cell
on
B2.
the
spreadsheet.
63
UNIT
4:
TOPIC
Number
1
patterns
1,
6,
We
use
number
patterns
ever y
day.
You
probably
2,
7,
3,
8
,
4,
9,
5,
10.
learned
Coming,
your
rst
number
pattern
before
you
star ted
school.
ready
Guided
1
The
or
not!
practice
rule
for
Continue
this
the
number
pattern
is:
3
5
The
numbers
increase
by
two
each
time
each
pattern
pattern.
Position
Number
2
Find
the
using
rule,
the
1
then
words
continue
increase
each
or
number
pattern.
Write
a
rule
for
decrease
a
Position
Number
10 0
98
96
94
Rule:
b
Position
1
1
1
Number
1
2
2
Rule:
3
There
in
are
these
•
two
1:
even,
Rule
and
If
If
you
then
the
the
you
2:
odd,
Follow
Number
10
Is
Yes
it
even?
number
It
takes
divide
the
you
by
64
to
÷
2
away
divide
rules
Answer
5
Is
No
it
even?
the
in
get
1,
÷
2
Answer
2
Is
Yes
÷
2
is
it
even?
÷
2
1
by
2.
Answer
1
Is
No
it
even?
–
1,
to
0
0
table.
steps
to
question
to
–
2.
number
take
two
four
numbers
take
15
is
Answer
complete
4
12
rules
patterns.
Rule
•
different
zero
if
get
3.
to
zero
How
the
for
many
star ting
the
star ting
steps
number
does
is:
a
8?
b
25?
it
OX FOR D
U N I V E RSI T Y
PR E S S
Independent
1
Read
a
the
practice
rule
Star t
at
to
5
complete
and
each
increase
by
table.
4
each
time.
Term
8
Number
b
Star t
at
9
10
5
10.
Decrease
by
0.5
each
time.
Term
Number
2
Continue
a
0,
1
rules
can
be
for
the
rst
ten
terms.
0.6,
Write
a
rule
for
each
pattern.
Rule:
1
,
2
2
The
9.5
patterns
0.4,
1
,
4
3
these
0.2,
3
b
10
,
3,
Rule:
4
for
question
shown
in
a
3
on
page
68
This
4
diagram.
the
diagram
rules
to
shows
take
these
St ar ting
St ar t
w ith
new
rules.
Follow
numbers
a
50
b
125
to
zero.
a
numb er
multiple
Using
a
Is
it
18
of
5
as
star ting
number,
the
D oe s
it
even?
steps
that
follow
the
rules
are:
18
2
end
–
(9
Is
it
÷
–
1)
=
÷
5
then
÷
in
5?
2
÷
2
9
2
=
4
NO
zero?
4
÷
2
=
2
2
÷
2
=
1
Is
it
NO
zero?
Y ES
(1
–
1)
÷
2
=
0
Y ES
STOP
STOP
Write
OX FOR D
the
steps
U N I V E RSI T Y
PR E S S
that
take
22
to
zero.
65
5
Number
with
Pat tern
patterns
sticks.
of
Fill
in
can
help
the
gaps.
sticks
in
creating
shape
patterns.
Rule for making the pat tern
Star t
e.g.
the
for
with
sticks.
number
each
of
new
These
How
patterns
many
s ticks
are
are
made
needed?
Increase
sticks
by
3
Number
triangle.
of
sticks
3
6
9
12
1
2
3
4
1
2
3
4
1
2
3
4
a
Star t
the
with
4
number
by
sticks.
of
for
Increase
Number of diamonds
sticks
each
new
Number
of
sticks
diamond.
b
Star t
with
Increase
sticks
sticks.
the
number
by
for
Number
hexagons
of
each
Number
new
of
of
sticks
hexagon.
c
Star t
with
Increase
sticks
sticks.
the
number
by
for
Number of pentagons
of
each
Number
new
6
These
the
Pat tern
stick
patterns
number
of
of
sticks
sticks
are
for
made
each
in
a
different
way.
Complete
Star t
the
for
sticks
the
rule
and
write
term.
Rule for making the pat tern
e.g.
of
pentagon.
with
sticks.
number
each
of
new
How
many
s ticks
are
needed?
Increase
sticks
3
4
by
Number
triangle.
of
sticks
3
5
7
9
1
2
3
4
2
3
4
a
Star t
the
with
4
number
sticks.
Increase
of
sticks
for
each
Number
of
squares
by
new
Number
of
sticks
4
square.
b
Star t
with
sticks.
of
Number
Increase
sticks
the
by
7
How
many
10th
term
sticks
would
be
new
hexagons
1
number
for
Number
each
of
of
sticks
6
hexagon.
needed
at
the
Squares:
in
66
for
question
the
6?
squares
and
hexagons
Hexagons:
OX FOR D
U N I V E RSI T Y
PR E S S
Extended
1
practice
Imagine
that
adver tising
have
a
likely
to
Number
No
you
work
leaets
Junk
accept
in
Mail
junk
for
a
an
adver tising
town
sign.
with
10 0 0
This
table
company.
houses.
gives
Your
She
boss
knows
information
wants
that
about
you
some
whether
to
deliver
houses
the
will
houses
are
mail.
of
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
yes
yes
yes
yes
no
yes
yes
yes
yes
no
yes
yes
yes
yes
no
houses
Junk
mail
a
OK?
Circle
that
5
2
the
do
out
not
of
5
1
junk
out
of
out
of
10
c
How
many
out
of
10 0
d
How
many
out
of
10 0 0
e
How
many
leaets
A
toy
company
table
rst
shows
ten
cars
Number
of
wheels
company
How
many
a
25
The
toy
They
of
a
does
the
not
that
cars
PR E S S
to
need
not
need
for
toy
are
be
the
same
needed
10 0
not
pattern.
5
1
junk
want
not
The
number
of
houses
out
of
4
1
out
of
2
mail?
junk
want
mail?
junk
mail?
deliver
?
cars.
Each
needed
to
extra
wheel
for
be
ordered
10 0
number
for
car
the
has
four
cars.
wheels.
Complete
the
table
for
of
cars
ever y
10 0 0
cars?
week.
for:
cars?
needs
b
to
of
want
would
it
to
out
would
wheels
make
would
an
the
pattern.
decides
get
do
houses
you
describes
4
wheels
b
company
5
houses
many
cars?
wheels
U N I V E RSI T Y
of
wheels
decide
50
how
that
is:
houses
will
ordering
terms
of
The
is
rule
mail
many
Number
OX FOR D
accept
the
How
the
4
for
b
This
3
ending
have
c
250
extra
wheels
ever y
25th
car.
cars?
in
case
d
some
Re - calculate
the
get
lost.
number
for:
cars
c
350
cars
d
1250
cars
67
UNIT
4:
TOPIC
Number
operations
Working
with
of
things
doing
Changing
2
the
number
does
order
of
and
sentences
not
properties
is
a
bit
matter— and
put ting
on
c lothes
like
putting
sometimes
it
on
your
clothes.
then
right
right,
then
lef t
or
…
…
Changing
Sock
then
Shoe
shoe
…
sock…
the
number s
order
then
Addition
Subtrac tion
3
3
+
2
1
Tr y
2
=
?
–
2
=
?
3
=
?
✓
or
+
3
=
✓
?
2
–
✘
practice
changing
the
number
order
with
each
operation.
Addition
Subtrac tion
Number
Change
Same
Number
Change
Same
sentence
the
order
answer?
sentence
the
answer?
e.g.
3
2
3
Yes
e.g.
3
2
a
14
+
2
a
14
–
2
b
20
+
12
=
?
b
20
–
12
=
?
c
15
+
10
=
?
c
15
–
10
=
?
+
2
=
?
=
+
=
?
?
Multiplication
–
2
=
?
=
–
order
3
=
?
No
?
Division
Number
Change
Same
Number
Change
Same
sentence
the
order
answer?
sentence
the
order
answer?
e.g.
3
2
3
Yes
e.g.
3
2
3
No
a
14
×
2
a
14
÷
2
b
20
×
12
=
?
b
20
÷
12
=
?
c
15
×
10
=
?
c
15
÷
10
=
?
×
2
=
?
=
×
=
?
?
÷
2
=
?
=
÷
Complete
these
=
?
?
Can
2
sentences.
you
see
addition
ho w
and
multiplication
a
The
answer
numbers
b
68
order
…
or
Guided
the
does!
of
Lef t
Sometimes
is
for
the
same
addition
The
answer
is
the
numbers
not
if
you
change
the
and
the
same
order
of
are
the
connected?
.
if
you
change
the
order
of
for
.
OX FOR D
U N I V E RSI T Y
PR E S S
Independent
1
Changing
into
2
an
order
order
that
of
will
17
+
18
+
3
=
?
a
15
+
17
+
5
=
?
b
23
+
19
+
7
=
?
c
5
×
14
×
2
d
4
×
13
×
25
If
there
a
are
it
matter
number
rst?
you
Find
number
If
there
out
are
a
=
+
3
problems
+
18
=
38
calculations.
Put
these
easily.
(17
+
3
=
20,
then
add
18)
?
a
25
–
10
–
5
=
,
25
–
5
–
10
=
b
36
–
12
–
6
=
,
36
–
6
–
12
=
c
28
–
15
–
8
=
,
28
–
8
–
15
=
a
16
÷
2
÷
4
=
,
16
÷
4
÷
2
=
b
36
÷
6
÷
2
=
,
36
÷
2
÷
6
=
c
72
÷
2
÷
9
=
,
72
÷
9
÷
2
=
problem,
these
and
it
matter
you
divide
with
sentences.
subtraction
one
are
“undoes”
Addition
OX FOR D
17
mental
numbers
out
number
how
to
the
with
division
Find
Addition
solve
help
three
number
rst?
to
Change
sentences.
does
Show
you
can
?
with
problem,
these
help
numbers
subtract
in
by
the
which
numbers
which
=
three
subtraction
does
4
the
e.g.
in
3
practice
and
connected.
the
other
by
Multiplication
completing
and
these
subtrac tion
division
are
connected.
tables.
Multiplication
and
division
Addition
Subtrac tion
Multiplication
Division
sentence
sentence
sentence
sentence
e.g.
17
+
8
25
3
15
a
14
+
12
=
9
×
8
=
b
35
+
15
=
25
×
4
=
c
22
+
18
=
15
×
10
d
19
+
11
=
20
×
6
U N I V E RSI T Y
PR E S S
=
25
–
8
=
17
×
5
=
15
÷
5
=
3
=
=
69
2
An
equation
The
5
par ts
Complete
is
a
number
balance
these
each
sentence
×
=
2
+
=
14
6
÷
3
+
7
can
use
Which
=
7
+
equations
of
the
2
8
9
70
=
2
3
+
6
16
÷
=
2
4
×
9
h
×
Which
of
Which
of
4
=
×
15
Find
the
to
60
÷
×
3
these
is
not
three
×
4
different
e.g.
2
×
3
a
5
+
20
b
50
÷
2
c
72
–
25
d
6
×
2
e
3
+
23
f
40
÷
×
5
+
×
5
would
×
would
6
÷
=
2
2
×
×
=
2
÷
2
2
not
12
÷
=
60
÷
2
2
÷
60
×
6
=
30
÷
3
60
÷
5
36 0
÷
10
10 0
÷
+
5?
5
balance
+
5
simpler.
balance
5
following
20
calculation
5
2
15
–
make
÷
i
6
following
÷
2
f
40
g
2
+
c
e
–
4
=
equations.
d
7
3
b
4
6
×
par ts.
other.
a
You
in
17
+
÷
60
÷
2
÷
2
19?
12
56
–
20
=
4
correct?
4
+
ways
15
to
=
15
+
balance
60
÷
2
4
the
15
rst
+
par t
5
4
of
+
the
15
+
+
15
15
÷
4
=
4
÷
15
equation.
10
100
–
50
–
20
8
10
+
12
÷
2
OX FOR D
U N I V E RSI T Y
PR E S S
Extended
So
that
we
properly,
practice
solve
we
use
mathematic
problems
Brackets
this
operations:
Division
order
of
rst.
and
Addition
1
Write
the
pairs
of
Look
for
pair
answers
number
that
the
is
to
these
easier
to
in
and
subtrac tion
second.
last.
Problem
1
Problem
2
Problem
1
Problem
2
a
sentences.
problem
multiplication
b
each
c
solve.
d
2
These
pairs
sentences
the
of
number
look
answers
similar,
are
but
a
different.
b
c
d
3
Explain
4
When
so
His
b
5
OX FOR D
ten
much
U N I V E RSI T Y
a
$1
did
word
at
a
stor y
PR E S S
the
sorr y
he
the
4
+
He
for
problem
him
5
is
things
different
need
four
and
the
answer
to
be
done
is
an
example:
Here
coins
to
at
doubled
play time
the
in
the
(so
amount
to
+
right
he
he
(4
×
5.
order
had
had
3)
$6).
lef t
($6
×
2).
($12)
we
could
will
sentence
this
×
answer.
lost
calculation
suit
3
correct
have?
number
to
to
problem,
coins.
following
Write
Write
a
felt
solve
the
answer
arrive
mother
To
the
read
you
had
How
a
you
that
Tran
why
not
that
number
write
give
would
a
number
the
right
solve
sentence:
(12
answer:
the
+
6)
sentence.
10
problem
÷
However,
–
4
×
2.
doing
Why?
correctly.
3
71
UNIT
5:
Length
When
TOPIC
and
you
are
1
perimeter
measuring,
it
is
impor tant
to
be
as
accurate
0
1
2
3
4
5
6
7
8
cm
as
possible.
Guided
1
2
The
length
of
this
pencil
is
not
8
cm.
practice
pencil
above
Circle
the
best
Write
the
length
e.g.
0
The
6
1
is
more
estimate
of
each
than
for
its
red
8
cm.
actual
line
length:
above
9
10
cm
1
1
3
4
5
6
7
0
8
1
2
3
4
1
2
Write
3
4
the
length
with
a
decimal.
e.g.
5
cm
1
5
6
7
8
0
1
2
3
4
6
7
8
5
6
7
8
2
2
of
mm
3
the
or
4
cm
red
5. 2
5
lines
in
centimetres
cm
6
and
a
7
8
0
millimetres,
and
7
or
1
cm
1
mm
2
3
in
4
cm
centimetres
5
6
7
8
cm
b
c
0
0
5
c
cm
0
cm
cm
b
3
12
a
cm
0
cm
it.
cm
2
cm
1
2
3
4
5
6
7
1
2
3
4
5
6
7
8
8
cm
cm
4
Use
a
ruler
to
measure
these
lines.
Write
the
lengths
as
you
did
in
question
3.
a
b
c
72
OX FOR D
U N I V E RSI T Y
PR E S S
T
here
quicker
Independent
practice
find
2
The
total
is
cm
2
so
the
length
+
1.5
of
cm
perimeter
all
the
sides
of
+
cm
+
2
cm
is
7
cm.
1.5
the
=
You
(=
2
could
3.5
nd
cm)
the
and
perimeter
then
doubling
Calculate
the
perimeters
( They
not
drawn
are
to
of
of
to
the
7
1.5
cm,
rectangle
get
these
to
cm
cm
1.5
the
above
answer
rectangles
(=
by
7
adding
cm).
without
2
cm
Explain
using
cm
cm
a
and
1.5
cm
why.
ruler.
b
c
cm
4
3
way
perimeter.
scale.)
a
6
a
rectangle
2
1
a
is
cm
5
cm
2
cm
cm
3
cm
3
a
How
to
b
4
Find
the
perimeter
of
each
Perimeter
Number
OX FOR D
U N I V E RSI T Y
PR E S S
of
lines
many
nd
What
2D
the
is
lines
perimeter
the
shape.
of
of
perimeter
How
Perimeter
Number
would
lines
many
you
need
to
this
square?
measure
of
the
square?
lines
did
you
need
Perimeter
Number
of
lines
to
measure?
Perimeter
Number
of
lines
73
In
this
and
topic,
millimetres
Metres
Use
you
the
and
have
as
used
units
kilometres
information
to
of
centimetres
•
=
length.
can
also
complete
be
these
5
•
=
•
=
used.
length
conversion
7
10
cm
×
mm
1
cm
a
2
cm
a
b
7
cm
b
3
m
c
7
m
90
d
3
5
×
cm
mm
e.g.
mm
cm
1
m
d
10 0 0
km
÷ 10 0
e.g.
c
10 0
m
÷ 10
10
km
tables.
6
×
1
m
÷ 10 0 0
100
cm
e.g.
1
km
20 0
cm
a
2
km
50 0
cm
1000
m
b
4000
m
c
550 0 0
d
9
5
km
e
8
5
km
m
1
e
You
For
8
9
75
can
use
different
example,
Which
a
pencil
two
units
e
units
could
of
The
length
of
a
c
The
length
of
an
Find
the
in
perimeters
centimetres
Perimeter :
of
length
be
to
would
pencil
of
9
m
2
measure
described
length
a
and
74
mm
as
you
9
the
cm
use
for
long
eraser
with
a
shapes.
Write
or
object.
90
mm
long.
these?
sharpener
these
same
the
b
The
height
of
a
door
d
The
length
of
a
road
answer
in
millimetres,
decimal.
Perimeter :
Perimeter :
Perimeter :
mm
mm
mm
mm
cm
cm
cm
cm
OX FOR D
U N I V E RSI T Y
PR E S S
Extended
There
1
practice
is
a
special
right- angled
triangle
called
a
“3,
4,
5”
triangle,
4
because
with
It
the
sides
doesn’t
sides
in
are
those
matter
always
in
propor tions
if
the
unit
of
that
propor tion.
always
has
a
A
right
measurement
is
5
triangle
angle
in
it.
centimetres,
metres,
3
millimetres
On
a
triangle.
m
by
Draw
2
of
even
separate
numbers.
3
or
a
You
With
4
m
piece
of
could
star t
your
by
square
exactly
10
kilometres.
5
paper,
draw
with
teacher’s
a
3
triangles
cm
by
permission,
4
whose
cm
you
by
5
could
sides
cm
are
multiples
triangle
draw
a
and
triangle
of
then
a
“3,
“6,
4,
8,
5”
10”
measuring
m.
that
has
a
perimeter
cm.
1
1
Audrey
3
has
a
pencil
that
is
14
14
cm
long.
Write
2
cm
the
2
length
4
as
a
This
b
Write
Write
5
in
They
the
are
many
line
is
the
different
3.2
total
cm
not
drawn
long.
length
perimeters
of
to
ways
of
as
you
Increase
the
these
line
the
in
regular
can.
length
two
by
12.3
different
shapes
in
two
cm.
ways.
ways.
scale.
3.5
3. 3
2.4
1.9
2.1
cm
cm
cm
Perimeter :
OX FOR D
cm
cm
Perimeter :
Perimeter :
Perimeter :
Perimeter :
mm
mm
mm
mm
mm
cm
cm
cm
cm
cm
U N I V E RSI T Y
PR E S S
75
UNIT
5:
TOPIC
2
Area
2
we
usually
measure
area
in
square
centimetres
(cm
2
be
measured
in
square
millimetres
(mm
Area
is
always
measured
Guided
in
practice
squares.
1
The
shapes
Write
the
have
square
centimetres
drawn
on
them.
areas.
2
a
Area
=
cm
e.g.
b
Area
=
2
cm
2
Area
=
c
Area
=
2
Write
11
cm
2
the
2
cm
area
of
d
these
Area
=
Area
=
c
Area
=
6
Area
=
cm
2
cm
a
Area
=
cm
2
cm
2
76
e
rectangles.
2
e.g.
2
cm
b
Area
=
cm
e
Area
=
cm
2
d
Area
=
cm
2
OX FOR D
U N I V E RSI T Y
PR E S S
Independent
practice
e.g.
To
nd
the
area
of
a
rectangle,
you
need
to
2
rows
3
squares
on
a
row
know:
2
•
how
•
how
many
many
Find
1
squares
the
rows
areas
t
there
of
on
a
Area
=
2
rows
Area
=
6
cm
row
of
3
cm
2
are.
these
rectangles.
rows
squares
on
a
row
a
2
Area
b
=
rows
of
cm
Area
c
rows
rows
squares
Area
=
on
a
row
squares
rows
Area
=
Area
a
row
2
cm
of
=
d
on
rows
2
of
cm
Area
=
Area
=
Area
=
e
Area
=
f
g
Area
OX FOR D
=
U N I V E RSI T Y
PR E S S
=
77
If
you
how
it
know
many
happens
4
the
length
squares
on
this
and
will
t
width
on
a
of
row
a
rectangle,
and
how
you
many
can
rows
nd
the
there
area
are.
by
You
imagining
can
see
how
rectangle.
cm
4
2
cm
4
cm
2
cm
cm
2
cm
2
Length
2
Use
a
and
width
method
of
Centime tre
your
choice
a
to
nd
the
marks
area
of
2
each
b
5
of
4
cm
rectangle.
c
cm
Area
rows
2
cm
5
cm
=
2
cm
Area
Area
3
=
=
cm
3
cm
d
4
cm
e
f
7
Area
2
cm
cm
=
5
cm
Area
=
4
cm
Area
=
8
cm
4
cm
g
12
cm
Area
=
3
3
Use
the
of
each
to
help
dimensions
a
3
cm
to
cm
rectangle
nd
its
area.
are
actual
not
cm
drawn
size.
Area
78
8
b
4
They
cm
=
Area
=
OX FOR D
U N I V E RSI T Y
PR E S S
Extended
practice
Measure
1
each
rectangle
to
nd
its
area.
a
b
Area
c
=
Area
Area
If
2
you
can
split
a
shape
3
into
rectangles,
you
can
=
=
nd
its
area.
Find
the
area
of
each
shape.
cm
a
b
B
2
cm
3
B
4
5
2
cm
cm
cm
A
cm
A
4
Area
of
A
=
2
Area
of
B
=
Total
area
=
cm
Area
of
A
=
Area
of
B
=
Total
area
=
Area
of
A
=
Area
of
B
=
Area
of
C
=
Total
area
=
cm
d
c
3
cm
A
2
B
3
4
cm
cm
B
2
cm
2
Area
of
A
=
Area
of
C
=
Area
of
B
=
Total
area
=
cm
2
cm
cm
C
f
Total
area
=
Total
OX FOR D
1
cm
2
e
cm
U N I V E RSI T Y
PR E S S
area
=
79
UNIT
5:
Volume
TOPIC
and
3
capacity
Volume
in
is
cubes.
the
This
space
something
centimetre
cube
takes
model
up.
has
It
a
is
measured
volume
of
3
6
Capacit y
into
is
the
something.
millilitres
(mL).
cubic
amount
We
This
that
can
normally
spoon
centimetres
be
use
has
a
(6
cm
).
poured
litres
(L)
capacit y
and
of
5
mL.
Everything
takes
Guided
practice
has
up
Write
the
volume
of
each
e.g.
centimetre
cube
b
3
=
3
3
cm
Volume
c
=
A
cup
Circle
has
the
a
=
most
likely
a
mL
600
80
Volume
about
capacit y
250
60
mL
What
is
mL
6
of
something
mL
20 0
that
=
Volume
=
cm
3
cm
the
following
containers.
c
2
L
cm
mL.
b
6
3
of
=
3
cm
capacit y
Volume
e
3
2
3
cm
d
Volume
me!
model.
a
Volume
space
volume—
even
1
that
has
20
mL
a
mL
2
d
30
L
capacit y
of
about
a
mL
30 0
3
30
L
L
mL
80
mL
800
8
80
L
mL
L
litre?
OX FOR D
U N I V E RSI T Y
PR E S S
Independent
1
Write
the
practice
volume
of
each
centimetre
cube
model.
3
Volume
=
3
cm
Volume
=
3
cm
Volume
3
Volume
2
a
How
be
3
many
needed
b
What
c
If
a
How
is
there
on
the
b
How
c
What
How
do
to
make
three
layer
layers
the
=
cm
would
model?
layers
centimetre
bottom
is
this
Volume
volume?
were
many
cubes
cm
3
cm
centimetre
the
many
=
=
of
cubes
this
does
volume
of
the
what
would
the
volume
be?
are
box?
the
the
same,
box
hold?
box?
3
4
you
know
that
the
volume
of
this
model
is
8
cm
?
1
2
4
5
Look
a
2
OX FOR D
at
the
cm?
U N I V E RSI T Y
model
in
b
PR E S S
question
3
cm?
4.
What
would
c
the
4
volume
cm?
be
if
the
d
cm
cm
height
5
cm
were:
cm?
81
×
10 0 0
Litres
Millilitres
÷ 10 0 0
The
6
capacit y
could
also
10 0 0
mL,
10 0 0
mL
of
be
the
written
because
in
a
milk
car ton
e.g.
as
there
1
L
a
are
litre.
1000
mL
2000
mL
9000
mL
250 0
mL
3750
mL
b
Milk
c
Complete
between
the
table
millilitres
to
3
and
d
litres.
e
1
L
conver t
5.5
L
L
f
g
1.25
L
h
Order
7
a
each
2
L
row
40 0
from
mL,
smallest
2.5
L,
to
2350
largest.
mL
1
b
L,
450
mL,
0.35
L
2
3
c
1850
mL,
1
L,
1.8
L
4
1
d
L,
20 0
mL,
of
these
20
mL
4
Which
8
drink
containers
holds
closest
to
half
a
litre?
Apple
Orange
Water
600
750
mL
Fruit
mL
375
juice
mL
200
mL
Look
9
the
a
at
the
correct
1
fruit
juice
1
apple
containers
level
when
and
in
question
the
drinks
b
drink
2
8.
Use
have
been
information
poured
drinks
Amount:
next
Write
to
the
each
jug
to
shade
amounts
in
millilitres.
1
water
and
1
apple
drink
2L
it
to
2L
Amount:
Amount:
1L
in.
c
orange
2L
82
the
1L
1L
OX FOR D
U N I V E RSI T Y
PR E S S
Extended
practice
3
1
a
What
is
b
Explain
the
volume
why
you
of
can
this
nd
rectangular
the
volume
by
multiplying
2
the
2
length
Calculate
the
by
the
volume
width
of
by
each
the
height.
rectangular
5
1
cm
cm
3
cm
4
cm
cm
3
Volume:
2
cm
cm
4
4
cm
cm
prism.
10
2
cm
prism?
4
cm
mL
of
cm
Volume:
Volume:
cm
5
cm
2
3
10
cm
12
Volume:
cm
3
cm
cm
CUBE
cm
Volume:
Volume:
3
3
Scientists
This
You
in
is
hard
need
10 - mL
What
have
20
prove
in
that
1
real
life.
centimetre
cm
cubes
takes
up
exactly
Tr y
it
for
and
a
measuring
the
same
as
1
water.
yourself.
jug
that
goes
to
up
do:
•
Put
30
mL
•
Put
10
cubes
•
Put
5
more
cubes
in
the
water.
What
is
the
new
level?
•
Put
5
more
cubes
in
the
water.
What
is
the
new
level?
•
Did
it
work
like
U N I V E RSI T Y
space
steps.
about
OX FOR D
to
proved
PR E S S
of
what
water
in
in
water.
the
it
you
was
did.
If
the
measuring
What
supposed
it
didn’t
is
to
jug.
the
do?
work,
new
level?
Write
a
few
lines
suggest
a
reason.
50
ml
40
ml
30
ml
20
ml
10
ml
83
UNIT
5:
TOPIC
4
Mass
Each
is
unit
1000
heavier
one
Milligrams
Mass
(mg)
tells
Guided
us
Grams
how
heav y
(g)
K ilograms
something
is.
We
(kg)
use
four
Under
each
the
most
likely
unit
of
kilograms
Complete
1
t
a
2
t
the
tables
to
b
conver t
between
10 0 0
c
units
×
kg
e.g.
1
kg
b
4000
kg
b
5
c
150 0
kg
c
3.5
e
1
.25
t
mass
of
a
each
box
in
0.5
1000
g
e.g.
1
g
20 0 0
g
a
5
g
1
50 0
kg
2
c
g
1.5
e
0.5
1000
mg
30 0 0
mg
250 0
mg
g
d
kg
g
d
0
50 0
1
50 0
kg
2
50 0
Mass:
Milligrams
b
c
50 0
Mass:
Grams
÷ 10 0 0
0
50 0
10 0 0
grams.
0
2
Grams
kg
b
kg
×
1250
e
t
50 0
mass.
kg
d
the
of
÷ 10 0 0
a
3.5
sand
d
10 0 0
Kilograms
Kilograms
1000
d
of
tonnes).
÷ 10 0 0
e.g.
Grains
Train
grams,
Tonnes
84
mass.
mass
or
×
Write
the
it.
(t)
Apple
a
3
of
than
before
picture,
write
(milligrams,
2
units
mass
practice
Dog
1
Tonnes
of
times
1
50 0
Mass:
0
50 0
50 0
kg
2
50 0
1
50 0
Mass:
OX FOR D
U N I V E RSI T Y
PR E S S
0
Independent
practice
50 0
50 0
kg
The
mass
can
be
of
this
box
1
written
as
2
2
1
kg,
2
50 0
2.5
1
Complete
this
kg
or
2
kg
50 0g.
table.
Kilograms
and
frac tion
Kilograms
and
decimal
Kilograms
and
grams
1
e.g.
2
kg
2
a
2.5
kg
2
kg
500
g
1.5
kg
1
kg
50 0
g
1
b
2
2
kg
4
c
4.75
d
1.3
Not
all
scales
and
write
the
have
the
masses
a
same
in
kg
kg
increments
kilograms
and
(markings).
grams,
b
and
in
kilograms
5
kg
g
kg
to
at
the
in
question
50 0
kg
g
2.
kg
g
kg
Would
you
use
kg
scale
A,
B,
4.25
kg
of
C
or
D
if
you
needed
have:
a
10 0
g
b
of
Draw
650
g
of
c
our
?
butter
?
4
1
50 0
kg
scales
0
3
50 0
Look
decimal.
kg
2
50 0
2
g
scales
50 0
4
1
a
1
kg
50 0
2
3
with
these
50 0
0
50 0
kg
at
d
0
50 0
kg
carefully
c
0
kg
Look
pointers
on
the
scales
to
show
d
2.5
potatoes?
the
mass
of
each
kg
of
apples?
box.
3
a
1
kg
50 0
g
b
850
g
c
1
.6
d
kg
kg
3
4
0
0
kg
kg
0
50 0
kg
0
50 0
5
kg
1
50 0
2
1
4
2
50 0
OX FOR D
U N I V E RSI T Y
PR E S S
50 0
1
50 0
50 0
2
50 0
50 0
3
85
5
a
Reorder
the
2050
trucks,
at
front
heaviest
to
the
2495
kg
2.0 05
D
lightest
at
kg
from
C
t
2.5
t
B
A
the
back.
1
b
Which
trucks
are
carr ying
less
than
t?
2
2
6
c
Which
d
True
These
two
or
four
trucks
false?
The
are
carr ying
combined
a
combined
mass
of
all
the
half
a
a
the
total
weigh
same.
possible
each
mass
kilogram,
none
of
trucks
4.5
is
t?
more
than
9
t.
apples
A
have
mass
C
D
but
exactly
Write
mass
apple.
B
of
a
for
g
Make
g
g
g
1
sure
the
total
is
kg.
2
7
Circle
the
An
a
best
estimate
elephant
45
kg
450
for
the
mass
A
c an
of
b
kg
450 0
3.5
35
kg
of
drink
g
pencil
c
g
350
1
the
to
carr y
d
g
150
Is
A
g
15
g
sharpener
truck
Year
5
35
s tudent
kg
350
g
kg
350 0
strong
kg
enough
kg
338
1
.5
the
three
boxes?
kg
t
This
86
objects.
A
8
145
these
truck
can
carry
2
tonnes.
OX FOR D
U N I V E RSI T Y
PR E S S
Extended
practice
Record-breaking
fruit
The
90
mass
was
of
less
all
four
than
record - breaking
information
the
in
apples
the
mass
apple.
the
on
of
Use
table
to
page
or
vegetable
Where
and
when?
Mass
Apple
Japan,
20 0 5
Cabbage
UK ,
Lemon
Israel,
Peach
USA ,
20 02
725
Pumpkin
USA ,
20 0 9
782.4 5
Strawberr y
UK ,
Pear
Australia,
Blueberr y
Poland,
1.8 4 9
kg
57.61
kg
one
19 9 9
the
20 0 3
5.265
kg
complete
g
activities.
1
a
Order
b
How
much
heavier
than
the
cabbage
c
How
much
heavier
than
the
pear
d
Which
e
If
strawberries
a
kilogram,
f
By
A
group
a
of
Round
3
Sol
133g
nd
OX FOR D
and
the
U N I V E RSI T Y
PR E S S
the
many
Year
5
three
heaviest
would
is
from
is
heavier
the
lightest
is
the
than
one
there
the
to
19 9 9
2.1
20 0 8
g
kg
11.28
g
heaviest.
pumpkin?
lemon?
the
were
be
heaviest
students
mass
of
a
to
and
balance
apples.
mass
by
of
mass
The
the
of
in
heaviest
sold
a
in
peach?
boxes
of
around
box?
strawberr y
that
number
of
they
heavier
the
group.
nd
out
how
the
rst
world’s
had
was
a
had
students
in
third
one
found
the
student
numbers
take
average
grams
grams
total
the
the
like
vegetables
231
than
blueberr y?
mass
would
bought
1
124
many
the
and
how
seven
Divide
it
is
heaviest
average
b
fruits
fruit
how
the
2
the
19 8 3
kg
many
of
heaviest
mass
1
17g.
of
Use
a
total
to
the
nd
mass
of
273.85 4kg.
the
students
pumpkin.
125g.
the
The
same
second
process
had
as
in
a
mass
of
question
2
to
apple.
87
UNIT
5:
TOPIC
5
Time
12
1
1
1
There
are
two
main
t ypes
of
clock:
analogue
2
10
clocks
and
digital
clocks.
Analogue
clocks
have
3
9
been
4
8
7
around
for
hundreds
of
years.
Digital
5
6
clocks
Analogue
clock
Digital
Times
before
called
am times.
Write
e.g.
recent.
noon
noon
and
are
Times
midnight
practice
are
1
more
clock
bet ween
Guided
are
the
times
Waking
under
the
up
clocks.
a
At
Use
pm times.
called
am
and
school
pm
b
Doing
homework
c
In
12
12
1
1
12
1
1
1
1
1
1
1
12
1
1
1
bed
2
2
10
2
10
10
2
10
3
9
3
9
8
4
8
4
7
7
4
8
4
8
3
9
3
9
5
7
6
5
6
7
5
6
5
6
6:30
d
am
Eating
e
Getting
lunch
dressed
12
3
7
Some
on
pm
the
indic ator
digital
7
5
analogue
have
clock.
an
to
whether
show
each
12
am
time
is
and
am
5
6
pm.
or
Draw
each
time
pm
3
8
4
1
1
1
2
10
9
12
12
1
1
1
2
3
9
8
4
1
1
1
2
2
10
10
3
9
8
4
3
9
8
4
on
7
5
6
88
7
5
12
1
1
1
indic ator
4
of f
10
pm
8
6
indicator
Write
3
9
4
6
clocks
2
3
8
7
5
1
10
9
3
8
6
asleep
12
1
1
10
9
4
Fast
2
10
8
g
1
1
1
2
10
9
home
12
1
1
1
2
2
Going
12
1
1
1
f
7
5
6
7
7
5
5
6
6
OX FOR D
U N I V E RSI T Y
PR E S S
Independent
1
On
a
are
usually
and
practice
24 - hour
clock,
written
am/pm
times
the
as
on
times
four
this
continue
digits
with
past
no
12
to
spaces.
13,
14,
and
Midnight
is
so
on.
0 0 0 0.
24 - hour
Fill
in
the
times
24 - hour
timeline.
t h g i n di M
t h g i n di M
Noon
1 am
Wednesday
Wednesday
AM
PM
Tues
Thur s
12 0 0
2
Conver t
a
10
e
9:4 8
3
Write
these
times
am
pm
these
to
24 - hour
b
3:30
f
7:1
1
events
as
pm
24 - hour
and
The
time
I
leave
b
The
time
I
eat
c
The
time
I
leave
school
d
The
time
I
go
bed
and
football
nishing
12
1
1
for
8:15
0 815.
pm
d
7:1
1
g
9:4 8
am
h
12:29
am/pm
am
am
times.
time
24 -hour
time
school
to
on
star ts
the
at
1420
analogue
and
and
lasts
digital
for
45
minutes.
Show
the
star ting
clocks.
12
1
1
1
2
2
10
3
9
8
4
7
5
6
OX FOR D
becomes
2:20
1
10
am
dinner
match
times
example,
c
am/pm
a
Owen’s
For
pm
Event
4
times.
U N I V E RSI T Y
PR E S S
3
9
8
4
7
5
6
89
Fill
5
in
the
gaps
Remember
to
to
show
use
the
these
pm
times
indicator
in
if
four
different
ways.
necessar y.
12
12
1
1
1
1
1
1
:
1 0 :4 3
2
2
10
10
3
9
8
4
7
3:37
3
9
am/pm
8
pm
4
7
5
6
5
6
24 -hour
7 : 2 8
12
24 -hour
:
12
1
1
1
am/pm
1
1
1
2
2
10
10
am/pm
am/pm
3
9
3
9
8:37
8
4
8
24 -hour
24 -hour
7
7
5
5
6
This
6
the
is
am
4
6
Sam’s
timetable
for
Friday
at
school.
Use
the
information
to
complete
activities.
a
At
Friday
what
(Use
time
does
am/pm
the
Mathematics
lesson
begin?
time.)
9:0 0
Spor t
10:0 0
b
When
does
the
lunch
break
star t?
Maths
11:0 0
(Use
am/pm
c
How
long
d
Lunchtime
Recess
time.)
11:18
noisses
Reading
does
Recess
last?
groups
ycaretiL
12:15
star ts
with
10
minutes
“eating
time”
.
Journal
How
much
e
How
long
f
Estimate
play time
does
Sam
have
after
that?
writing
13:0 0
does
the
Literacy
session
last?
Lunch
14:0 0
Ar t
&
craft
the
time
that
Stor y
reading
begins.
Stor y
15:0 0
7
Digital
clocks
Rewrite
the
used
times
3 :1 5
90
are
(Use
on
for
24 -hour
24 - hour
these
time
24 - hour
time.)
as
well
as
am/pm
times.
clocks.
3 :1 5
9 : 2 7
9 : 2 7
OX FOR D
U N I V E RSI T Y
PR E S S
Extended
Puf ng
practice
Billy
FROM
1
A
train
called
because
Above
it
is
you
Billy.
Use
a
How
to
Puf ng
a
see
long
par t
does
Menzies
How
long
c
How
much
was
built
of
the
a
to
timetable
complete
10:30
train
does
the
longer
1
1:10
does
train
the
long
does
the
1
1:10
e
How
long
does
the
journey
f
Imagine
there
The
train
the
1
1:10
The
what
PR E S S
is
leaves
1
1:10
Belgrave,
U N I V E RSI T Y
years
10:30
11:10
Menzies Creek
arr:
10:53
11:33
Menzies Creek
dep:
11:05
11:35
Emerald
dep:
11:20
11:53
Lakeside
arr:
11:30
12:08
Lakeside
dep:
…
12:20
Cockatoo
arr:
…
12:35
Gembrook
arr:
…
13:00
ago.
Puf ng
Billy
got
its
name
for
the
take
people
who
following
to
get
want
to
take
a
ride
on
Puf ng
activities.
from
Belgrave
wait
10:30
at
Menzies
train
take
to
Creek?
get
from
Belgrave
Lakeside?
How
At
10 0
dep:
Creek?
d
g
over
Belgrave
engine.
information
b
to
OX FOR D
steam
can
the
Billy
B E L G R AV E
train.
train
a
new
at
At
4:05
what
waits
taking
24 - hour
the
at
train
take
summer
pm
and
24 - hour
it
Lakeside?
Belgrave
ser vice
takes
time
amount
does
at
from
Gembrook
same
time
wait
the
will
for
of
arrive
from
an
it
length
arrive
hour.
as
at
Gembrook?
Belgrave
same
time
back
to
It
the
at
to
Gembrook.
of
time
as
Gembrook?
then
returns
outward
to
journey.
Belgrave?
91
UNIT
2D
6:
TOPIC
1
shapes
A
a
circle
2D
but
A
polygon
is
a
closed
shape
with
three
or
more
None
of
the
sides
cross
over
each
polygon
Parallel
lines
Guided
1
has
go
parallel
in
the
is
not
is
a
not
This
is
polygon.
a
other.
a
This
shape,
it
straight
This
sides.
polygon.
polygon.
sides.
same
direction.
practice
a
Colour
b
Explain
•
B
the
polygons.
why
is
the
not
a
Tick
the
unshaded
polygon
polygons
shapes
are
that
not
have
parallel
sides.
polygons.
because
.
•
is
not
a
polygon
because
.
•
is
not
a
polygon
because
.
triangle
2
Most
polygons
angles
Use
in
the
the
3
bank
Write
to
help
after
the
each
polygon’s
with
A
polygon
same.
irregular
is
of
either
Irregular
polygons.
regular
ones
Add
do
or
arrows
B
G
Shade
on
any
Regular
the
quadrilateral
hexagon
pairs
of
e
shapes
regular
lines
D
I
have
polygons.
parallel
C
H
octagon
d
irregular.
not.
pentagon
name.
c
A
F
number
spelling.
b
the
92
named
shape.
word
a
are
is
all
sides
Draw
you
and
stripes
angles
on
the
see.
E
J
OX FOR D
U N I V E RSI T Y
PR E S S
Independent
practice
All
triangles
named
and
Scalene
sides
No
triangle:
are
the
angles
Right-angled
There
the
1
This
of
sizes
of
Colour
it
•
green
•
yellow
•
blue
•
red
their
Isosceles
length.
of
sides
are
the
triangle:
Equilateral
in
made
according
to
sides
triangle:
Two
angle
their
be
angles.
angles
sides
All
is
lengths
can
are
the
same
are
Two
length.
equal.
triangle:
the
same
angles
are
All
length.
equal.
from
the
t ypes
These
for
for
for
for
scalene
triangles.
right- angled
triangles.
isosceles
triangles.
equilateral
triangles.
shapes
triangles
because
they
are
congruent
remain
the
same
size
Shade
and
shape
been
Similar
3
the
Triangles
equal.
right
pattern
sides.
triangles:
Congruent
2
a
the
to
triangle.
rectangular
triangles.
is
according
three
No
same
are
have
even
when
they
the
congruent
shapes.
have
rotated.
shapes
These
the
triangles
sides
have
are
are
not
congruent
Shade
the
three
similar
because
not
the
congruent.
same
length.
They
are
the
same
They
are
similar
shape
because
but
they
angles
triangles
their
that
angles
are
are
congruent.
OX FOR D
U N I V E RSI T Y
PR E S S
93
parallelogram
4
There
are
several
Label
these
t ypes
of
quadrilaterals.
square
trapezium
rectangle
rhombus
quadrilaterals.
Use
the
word
irregular
bank
5
to
help
with
a
b
c
d
e
f
Write
down
about
each
Polygon
something
pair
pair
of
that
is
the
same
and
something
that
is
dif ferent
polygons.
Something
about
e.g.
quadrilateral
spelling.
They
and
the
parallel
Something
about
have
right
polygons
same
pair
both
4
the
4
sides
angles.
have
lines.
2
Both
pairs
of
One
all
the
has
the
other
that
dif ferent
pair
sides
same
has
are
that
length.
opposite
the
are
same
The
sides
length.
a
b
c
94
OX FOR D
U N I V E RSI T Y
PR E S S
Extended
1
Identif y
a
practice
each
This
It
polygon
from
has
three
This
polygon
has
six
c
This
polygon
has
four
This
It
Write
it
too
description.
sides,
one
right
angle
and
two
equal
angles.
.
b
d
its
is
pair
2
polygon
of
sides
that
polygon
is
equal
are
a
sides.
not
four
equal
your
own
description
for
It
has
parallel.
parallelogram.
has
easy
angles.
sides.
someone
to
It
of
It
is
one
It
It
.
pair
of
sides
that
are
parallel.
has
another
is
.
has
two
acute
angles
and
two
is
a
It
obtuse
angles.
.
polygon.
Describe
it
accurately — but
without
making
guess.
3
4
This
OX FOR D
is
made
•
two
•
an
•
a
trapezium
•
a
rectangle.
Draw
that
picture
a
right- angled
irregular
polygon
you
use.
U N I V E RSI T Y
triangles
pentagon
picture.
Write
(Remember:
PR E S S
from:
a
the
names
polygon
has
of
no
the
polygons
cur ved
sides!)
95
UNIT
3D
A
TOPIC
2
shapes
3D
shape
depth.
that
6:
A
has
height,
polyhedron
at
polyhedron
( The
has
plural
faces.
but
of
a
is
A
width
a
3D
cube
cylinder
polyhedron
shape
is
is
and
a
not.
is
Cube
(a
polyhedron)
a
3D
C ylinder
(not
a
polyhedron)
polyhedra.)
I
am
but
I
shape,
am
not
apolyhedron!
Guided
1
practice
Prisms
of
and
pyramids
polyhedra.
from
Use
the
the
They
shapes
word
are
get
of
bank
their
their
to
two
t ypes
triangular
names
bases.
help
you
hexagonal
names
of
these
2
pyramid
pyramid
e.g.
square
prism
d
e
f
g
side
faces
shape
can
of
prisms
you
prism
triangular
prism
a
c
The
octagonal
prism
b
2D
96
hexagonal
prism
prism
polyhedra.
pentagonal
e.g.
rectangular
write
square
the
pyramid
see
are
on
always
the
side
rectangles.
faces
of
all
What
pyramids?
OX FOR D
U N I V E RSI T Y
PR E S S
Independent
1
Complete
practice
these
sentences.
a
I
know
this
is
a
polyhedron
b
I
know
this
is
not
a
because
polyhedron
because
edge
2
Write
the
number
of
faces,
edges
and
ver tices
on
these
3D
shapes.
fac e
You
could
use
actual
3D
shapes
to
help
with
this
activit y.
ver tex
3D
shape
Number
Number
Number
of
of
of
faces
edges
Name
of
3D
shape
ver tices
a
b
c
d
e
OX FOR D
U N I V E RSI T Y
PR E S S
97
A
pyramid
has
base.
It
usually
base.
A
prism
bases.
on
A
one
sits
has
prism
of
the
one
on
two
often
side
its
sits
faces
One
hexagonal
Two
and
not
on
the
base.
hexagonal
base
bases
3
Complete
3D
this
table.
shape
Number
of
e.g.
Base
shape
Side
face
shape
bases
The
objec t
sit ting
is
on:
Hexagonal
pyramid
1
hexagon
triangles
the
base
net
for
a
Square
pyramid
b
Triangular
prism
c
Triangular
pyramid
d
Rectangular
4
A
prism
rectangular
For
which
3D
prism
would
shapes
are
open
these
the
a
to
make
a
net
like
this:
nets?
b
This
98
out
is
the
net
for
a
This
is
the
OX FOR D
a
U N I V E RSI T Y
PR E S S
Extended
1
practice
Drawing
though
show
it
the
a
This
is
a:
b
This
is
a:
c
This
is
a:
d
This
is
a:
2
If
you
3D
has
“hidden”
made
a
What
shape
object
a
U N I V E RSI T Y
in
dif cult,
Tr y
to
edges.
would
see
would
the
a
because
draw
It
cross - section
you
2D
is
depth.
direction,
each
OX FOR D
shapes
these
might
of
a
in
a
few
on
to
make
the
tries
to
a
2D
isometric
make
drawing
grid.
them
The
look
look
as
dotted
lines
right.
this
circle.
you
direction
see
of
if
you
the
b
PR E S S
have
objects
take
cone
you
cut
across
arrow?
c
99
UNIT
7:
TOPIC
1
Angles
Angles
are
measured
degrees
There
are
six
t ypes
of
in
(°).
angles:
18 0 °
from
from
91°
1°
to
89°
to
179 °
9 0°
36 0 °
from
Perpendicular
lines
perpendicular
to
Guided
1
2
a
right
angle.
t ype
of
The
lines
on
359 °
the
right
angle
the
name
of
each
are
angle.
b
c
d
e
f
Draw
a
each
Use
above
other.
a
a
100
each
at
to
practice
Write
to
3
meet
181°
a
line
that
green
pencil
an
is
line.
and
acute
perpendicular
ruler
angle
to
draw
each
b
angle
a
from
right
the
angle
dot
on
its
base
c
line.
an
obtuse
OX FOR D
angle
U N I V E RSI T Y
PR E S S
Independent
practice
10
80
0
1
90
1
1
1
0
80
100
7
0
0
0
2
0
1
5
0
3
1
0
4
4
0
4
0
1
a
protractor.
Make
sure
protractor
of
the
protractor
needs
6
line
is
0
base
0
2
The
the
positioned
properly
1
2
0
with
make
This
line
sure
angle
of
you
is
on
the
read
the
angle.
the
You
correct
inside
0
track.
base
081
to
the
Write
a
the
An
t ype
and
acute
size
of
the
track
that
starts
at
0
track:
Make
1
Read
1
have
on
01
be
07
to
01
measured
3
0
are
0
3
Angles
each
sure
the
protrac tor
is
positioned
properly.
angle.
angle
b
An
angle
°
10
80
90
1
1
2
1
0
7
0
0
0
1
2
0
3
1
5
0
0
0
3
3
0
4
1
4
0
3
0
3
0
outside
1
07
1
01
07
0
An
angle
10
80
90
1
angle
°
0
1
90
1
2
100
0
6
0
1
0
1
1
0
1
80
2
7
0
0
2
0
1
1
5
0
0
3
3
4
1
0
0
081
2
Write
the
t ype
a
acute
angle
of
angle.
Circle
the
best
estimate
for
the
b
size
the
angle.
c
angle
angle
10 0°
10 0°
20°
80 º
14 0 º
120 º
40 º
170 º
60 º
d
e
angle
f
angle
PR E S S
of
1
01
07
1
01
07
01
1
2
0
6
6
1
2
0
3
0
3
0
0
0
2
0
0
2
01
4
0
1
0
3
0
3
track
1
4
the
0
4
1
Read
0
4
0
4
0
1
inside
U N I V E RSI T Y
0
0
2
0
5
10
80
0
7
0
7
0
0
07
1
1
80
100
An
°
0
1
0
7
d
081
c
0
0
081
081
1
1
01
07
01
2
0
6
6
1
2
0
0
0
2
0
0
2
track
01
4
0
1
the
0
3
0
3
track
Read
4
the
0
4
1
Read
1
0
4
0
4
0
1
inside
OX FOR D
1
1
80
100
0
6
0
1
5
90
1
7
0
0
0
2
0
0
1
0
7
0
80
100
1
°
10
80
0
1
0
7
angle
20°
8 0°
70°
60 º
90º
90º
80 º
10 0 º
1
10 º
101
Write
3
You
an
estimate
could
a
also
for
think
the
size
about
of
how
each
the
b
Estimate
angle.
size
compares
about
to
a
the
right
5
Estimate
Estimate
e
°
Estimate
Estimate
g
protractor
to
h
Estimate
°
measure
the
size
of
each
angle
°
in
question
3.
a
b
c
d
e
f
g
h
Use
a
102
a
angle.
°
°
Use
angle.
°
°
4
of
c
Estimate
f
t ype
Estimate
°
d
Think
a
protractor,
70°
pencil
and
ruler
to
draw
the
angle
b
on
each
line.
Star t
at
the
dot.
1
15°
OX FOR D
U N I V E RSI T Y
PR E S S
Extended
This
to
practice
diagram
nd
the
shows
size
of
a
one
strategy
reex
you
can
use
angle.
4 0º
1
Without
of
2
the
Use
a
using
reex
a
protractor,
angle
strategy
of
in
this
your
write
the
?º
size
diagram.
choice
to
nd
a
the
size
of
these
reex
angles.
b
°
°
c
d
°
3
There
are
shown
two
°
angles
a
Estimate
the
size
of
each
angle.
here.
Angle
A
estimate:
Angle
B
estimate:
A
B
b
Explain
c
Measuring
Angle
d
OX FOR D
A
Explain
U N I V E RSI T Y
PR E S S
how
you
just
estimated
one
of
the
the
size
angles,
of
write
=
how
each
the
Angle
you
found
the
size
of
the
angle
angle.
sizes
B
of
both
you
did
angles.
=
that
not
measure.
103
UNIT
8:
TOPIC
1
Transformations
Patterns
can
be
cer tain
way,
remain
congruent,
some
ways
it
made
star ts
to
Guided
to
a
(sliding
transformation.
make
which
begin
Translation
by
a
pattern.
means
pattern
that
by
it)
This
When
they
are
the
a
that
pattern
always
transforming
Reec tion
means
the
is
as
you
move
formed,
same
the
shape
a
shape
shapes
and
size.
a
must
Here
are
shape:
(ipping
it
over)
Rot ation
(turning
it)
practice
I
don’t
if
1
in
What
method
of
transformation
has
been
I
rotation
used?
kno w
like
this
pattern!
a
b
c
2
Complete
a
the
Rotate
patterns.
Remember
to
keep
the
shapes
congruent.
the
triangle.
b
Translate
the
c
triangle.
Reect
the
triangle.
d
Make
a
pattern
your
e
104
How
of
choice.
did
you
transform
the
pentagon?
OX FOR D
U N I V E RSI T Y
PR E S S
Independent
practice
Patterns
can
be
horizontally,
Translation
made
ver tically
Re e c tion
ver tic al
by
transforming
or
shapes
diagonally
ver tic al
horizontal
horizontal
diagonal
1
Describe
these
diagonal
patterns.
Pat tern
Description
a
b
c
d
e
f
2
Continue
describe
OX FOR D
U N I V E RSI T Y
this
the
PR E S S
pattern
way
it
and
grows.
105
3
Look
at
the
way
these
patterns
grow.
Complete
each
pattern,
then
describe
it.
a
b
c
4
a
b
Design
a
pattern
using
Describe
made
106
transformation
the
your
this
way
shape.
you
pattern.
OX FOR D
U N I V E RSI T Y
PR E S S
Extended
1
practice
You
can
of
computer
(or
a
create
designs
and
Open
the
on
a
blank
minutes
such
Drawing
View,
on
document.
menu
then
as
the
c
Draw
the
shape
d
Copy
the
shape.
e
Paste
f
Use
the
the
with
the
Microsoft
help
Word
This
Repeat
activit y
at
the
the
steps
to
right
edge
d –f
involves
a
new
on
the
as
b
Click
c
Draw
the
arrow
on
d
Copy
and
paste
the
e
Use
Select
blank
top
can
see
it,
see
click
Drawing
and
the
choose
page
by
an
interesting
clicking
and
shape.
dragging.
users:
Click
the
many
of
the
hold
size
to
the
shape
rst
times
copies
the
icon
page
shape
to
as
of
a
rst
so
that
shape,
you
its
like
left
this:
like.
simple
shape
on
top
of
the
choose
clicking
you
the
did
and
in
shape
a
double
Change
and
the
click
rotation
dragging.
question
so
that
it
1.
is
exactly
it.
as
look
(PC
you
for
users:
click
the
right- click
and
choose
rotation
and
choose
format
j
U N I V E RSI T Y
PR E S S
amount
from
0°
to
format
Autoshape
Autoshape. )
menu.
30°
and
sc ale ____________
30º
Rotation:
OK
i
OX FOR D
shape.
arrow.
Rotate
h
original
shape.
change
and
and
by
as
move
control
tab
the
document.
keys
shape
Mac
of
Autoshapes
arrow
the
move
rotating
Open
the
of
you
cannot
icon
top
keys
a
over
you
then
Autoshapes
arrow
the
If
sure
shape.
edgejoins
g
bar.
Make
Toolbars,
Click
g
few
program
b
f
a
similar).
a
2
a
in
Copy,
paste
steps
e – h.
Repeat,
and
move
increasing
the
the
new
angle
of
shape
by
rotation
repeating
by
30°
each
time.
107
UNIT
8:
TOPIC
2
Symmetry
There
are
two
symmetr y.
t ypes
Some
of
symmetr y:
shapes
have
line
both
line
(mirror)
symmetr y
symmetr y
and
and
rotational
rotational
(turning)
symmetr y.
Some
shapes
don’t
Line
any
One
have
symme tr y
side
is
lines
of
the
symmetry.
same
as
the
other.
Rotational
It
t s
get s
Guided
1
Tick
symme tr y
top
back
to
of
it self
the
before
s tar ting
it
Line
symme tr y
and
point .
practice
the
shapes
that
have
line
symmetr y.
A
B
C
D
E
F
G
H
I
J
2
All
of
the
following
a
Draw
b
Some
that
108
on
at
least
of
the
have
shapes
one
line
shapes
rotational
have
of
also
line
symmetr y.
symmetr y
have
on
each
rotational
shape.
symmetr y.
Colour
the
shapes
symmetr y.
A
B
C
D
E
F
G
H
I
J
OX FOR D
U N I V E RSI T Y
PR E S S
Independent
practice
Shapes
can
The
dotted
1
red
All
in
these
the
have
more
lines
shapes
lines
of
than
show
have
that
line
symmetr y.
one
line
this
of
shape
symmetr y.
Some
symmetr y.
have
has
Use
one,
a
two
lines
strategy
some
of
of
have
symmetr y.
your
choice
two — and
some
a
b
c
d
e
f
g
h
i
j
k
l
2
All
regular
Identif y
and
d
OX FOR D
2D
shapes
draw
the
have
lines
lines
of
e
U N I V E RSI T Y
PR E S S
of
symmetr y.
symmetr y
on
A
triangle
these
has
regular
to
three
nd
and
have
lines
of
draw
four!
symmetr y.
shapes.
f
109
This
ts
shape
on
1s t
top
has
of
rotational
itself
two
symmetr y
times
as
it
of
“order
rotates,
2”
.
That
counting
means
the
that
starting
the
shape
position
position
as
Back
one.
to
s t ar t
×
×
•
•
•
×
•
×
the
shapes.
You
•
×
2nd
3
Find
the
the
order
shapes
of
and
rotational
use
symmetr y
cut- outs
for
this
position
for
these
may
wish
to
trace
over
activit y.
•
•
×
Rotational
symmetr y
of
×
×
•
order
Rotational
of
Rotational
of
order
Rotational
of
4
110
symmetr y
of
symmetr y
or
false?
Ever y
symmetr y
order
symmetr y
order
symmetrical
shape
rotational
symmetr y
order
Rotational
of
has
order
Rotational
of
Rotational
of
order
True
Rotational
symmetr y
symmetr y
order
symmetr y
of
at
least
order
OX FOR D
1.
U N I V E RSI T Y
PR E S S
Extended
1
Some
practice
of
the
However,
this
1
Draw
b
One
of
and
of
b
of
number
The
A.
letter
S
of
has
is
the
c
What
is
another
d
Some
of
that
capital
example,
order
two.
•
line
•
rotational
•
both
the
show
be
7
any
drawn
Which
can
be
drawn
of
some
lines
of
symmetrical.
8
digits
that
9
are
symmetrically
one
is
it?
0
symmetrical.
is
not
Re - draw
it
capital
capital
Complete
has
for
with
both
the
letter
symmetr y
letter
H
letters
capital
of
have
that
it
it
so
has
an
that
it
innite
has
an
symmetr y.
symmetr y
capital
so
Re - draw
a
two
that
but
it
capital
lines
of
with
symmetr y
symmetr y,
one
line
has
rotational
of
such
as
symmetr y?
symmetr y.
S?
symmetr y?
and
rotational
symmetr y
diagram,
Let ter s
of
has
symmetr y
lines
Venn
have
rotational
line
line
and
are
drawn.
6
list.
symmetr y
line
are
system
symmetr y.
letters
a
they
to
can
another
no
order
in
lines
is
number
5
symmetr y.
know
What
For
of
of
What
way
symmetr y
digits
lines
our
4
digits
line
10
probably
capital
of
10
the
the
innite
You
lines
up
the
symmetrically
number
a
on
3
the
draw
One
make
depends
the
drawn
2
that
2
a
c
digits
showing
and
the
has
rotational
letters
Let ter s
with
symmetr y.
both
that
symmetr y
have:
Let ter s
with
rotational
symmetr y
symmetr y
symmetr y
A
H
S
rotational
symmetr y.
3
We
often
Look
closely
makes
OX FOR D
see
U N I V E RSI T Y
it
symmetr y
at
this
leaf.
in
nature.
What,
if
Or
do
we?
any thing,
asymmetrical?
PR E S S
111
UNIT
8:
TOPIC
Enlargements
When
you
enlarge
3
and
reductions
something,
you
make
it
bigger.
s
t
There
are
two
shape
using
simple
ways
of
enlarging
a
h
iz
e
e
2D
Grid
a
grid
of
squares.
You
can
draw
×
picture
on
bigger
squares,
or
you
can
length
of
ever y
line
by
the
same
4
4
can
a
the
squares
wide
small
reduce
the
D
size
o
wide
u
b
le
t
of
big
amount.
squares
Y
ou
2
increase
Star t
the
size
the
picture
by
opposite
doing
of
h
e
the
Line
enlargement
process.
lengths
8
Guided
1
Enlarge
these
shapes
by
re - drawing
them
on
the
larger
squares
wide
grids.
b
c
d
e
f
Enlarge
at
2
practice
a
2
small
×
the
these
red
shapes
by
doubling
the
lengths
of
all
the
lines.
Star t
each
drawing
dot.
a
b
d
e
c
f
112
OX FOR D
U N I V E RSI T Y
PR E S S
Independent
Enlarge
1
practice
each
picture
by
A
drawing
Draw
2
it
an
on
the
larger
enlargement
enlargement
by
B
grid.
of
drawing
each
them
shape
on
on
the
the
third
second
grid.
an
even
bigger
B
A
OX FOR D
make
grid.
A
3
Then
B
Reduce
U N I V E RSI T Y
the
PR E S S
size
of
these
letters
by
drawing
them
on
the
smaller
grid.
113
You
to
4
can
be
enlarge
three
Re - draw
or
times
these
reduce
as
big,
a
picture
you
pictures
by
enlarge
according
it
to
a
scale
by
the
a
a
fac tor.
scale
scale
If
factor
factor
b
you
of
want
a
picture
three.
shown.
Reduc e
Star t
by
a
at
sc ale
the
red
fac tor
of
dot.
t wo.
Enlarge
by
a
sc ale
fac tor
of
three.
Reduc e
by
a
sc ale
c
fac tor
of
three.
d
Enlarge
fac tor
114
by
of
a
sc ale
t wo.
OX FOR D
U N I V E RSI T Y
PR E S S
Extended
practice
2
1
A
2 cm
factor
of
writing
2
You
×
two,
the
will
clicking
square
what
an
happens
access
such
and
as
to
the
size
a
Open
a
blank
b
Inser t
a
picture.
c
Select
the
area
to
of
the
4
cm
area?
users:
Click
the
computer
You
of
hold
size
Word,
can
the
Word
picture
Mac
a
Microsoft
dragging.
changing
d
has
.
If
you
enlarge
Experiment
on
a
a
2 cm
piece
square
of
spare
by
a
scale
paper
before
answer.
need
program
by
2 cm
you
by
the
can
enlarge
picture
next
enlarge
pictures
a
activit y.
a
a
picture
more
percentage
In
by
accurately
amount.
document.
to
format
control
tab
for
and
as
look
it.
(PC
you
for
users:
click
the
and
scale
right- click
choose
and
choose
format
format
pic ture
pic ture.)
menu.
Sc ale
____________________________
10 0%
e
Change
20 0%.
the
(If
scale
you
amount
click
the
from
lock
10 0%
aspec t
to
Loc k
ratio
asp e c t
Relative
button,
by
3
the
f
Click
a
If
b
If
would
you
you
do
not
width
of
can
make
the
Tr y
U N I V E RSI T Y
to
lock
a
to
three
picture
half
the
and
to
original
pic ture
size
height
pictures
the
its
can
size
of
a
the
size
of
the
a
in
and
be
width
picture
picture
in
Word
and
you
clicked
“10 0%
”
,
picture?
by
Word?
size.
look
change.
the
aspect
picture
enlarging
width
picture
enlarge
of
another
and
different
OX FOR D
factor
picture
the
formatting
How
Inser t
do.
watch
happen
scale
the
amount.)
and
were
change
would
the
4
same
OK
you
will
what
a
c
this
ratio
nd
a
How
ratio
in
way
did
and
you
Word,
changed
strange
to
do
the
it?
height
separately.
but
height
reduce
it
of
can
a
be
This
fun
picture
to
by
amounts.
PR E S S
115
UNIT
Grid
8:
TOPIC
4
references
T
o
read
coordinate
Grid
A
Grid
references
are
a
way
position.
Grid
go
river
or
mean
an
The
the
exact
circle
area
point
is
at
inside
on
then
the
a
mountain!
square
grid.
B1
on
both
Grid
B,
there
grids.
0
D
Ona
grid
like
can
Showing
only
be
one
object
at
each
1
a
position
Showing
a
position
point.
inside
Guided
a
square.
at
an
exac t
point .
practice
What
is
the
position
of
these
shapes
on
the
grids
at
Grid
A
square:
Grid
B
square:
Grid
A
triangle:
Grid
B
triangle:
the
top
of
the
page?
Grid
2
What
are
the
positions
of
these
shapes
on
Grid
C
C?
5
a
The
diamond:
b
The
star:
4
3
c
The
triangle:
d
The
circle:
2
1
A
3
Draw
the
following
on
Grid
C:
a
The
letter
O
at
c
The
letter
K
at
e
The
letter
R
at
A4
B
C
b
A
B4
d
An
B5
f
The
D
smiley
oval
face
at
letter
Grid
E
at
B3
D2
U
at
A5
D
5
4
Which
shape
reference
on
has
Grid
a
different
C
and
grid
Grid
D?
4
3
5
Draw
the
letter
×
at
the
following
points
on
Grid
D:
2
B4
C3
D2
E1
1
6
Write
a
coordinate
continue
116
the
×s
in
UP
references
the
can
ACROSS
of
the
describing
point,
B
first
Grid
a
point
a
that
diagonal
would
line.
A
B
C
D
OX FOR D
E
U N I V E RSI T Y
PR E S S
Independent
practice
Grid
E
5
4
Coordinate
points
rather
a
are
often
written
with
two
numbers,
3
than
number
letter
going
The
numbers
The
circle
and
across
are
in
a
number.
rst,
then
brackets,
You
the
read
the
number
separated
by
going
a
up.
2
comma.
1
is
at
(1,0).
0
0
Write
1
a
the
Draw
2
3
the
references
b
following
b
circles
a
Write
the
b
What
is
that
two
you
at
on
(1,4)
rst
the
grid
them
the
E.
of
your
reference
points
with
triangle
(3,4)
letter
coordinate
join
Grid
and
a
1
2
3
4
5
for:
star
the
When
4
grid
rst
for
have
straight
an
a
a
c
stars
name
the
on
letter
arrow
line.
c
square
an
you
at
diamond
(2,3)
(1,2),
empt y
(2,2)
grid
and
(3,2)
point.
wrote?
between
Complete
at
the
the
them,
it
means
following.
y
8
a
The
coordinate
are:
(1,5)
The
coordinate
are:
(4,5)
points
for
drawing
the
triangle
7
(3,5)
(2,8)
.
6
5
b
points
for
drawing
the
square
4
3
2
1
0
x
0
5
1
2
3
4
a
Draw
a
large
b
Write
the
U N I V E RSI T Y
PR E S S
6
7
rectangle
coordinate
Remember
OX FOR D
5
to
end
8
on
the
points
the
grid
for
drawing
lines
drawing
back
at
below
the
the
the
triangle
and
the
square.
rectangle.
star ting
point.
117
y
6
a
Write
the
coordinate
points
to
show
6
someone
how
to
draw
this
letter
N.
5
4
3
b
Draw
another
lines.
Write
to
show
capital
the
letter
coordinate
someone
how
to
using
straight
points
draw
the
2
letter.
1
0
x
0
7
a
Draw
the
plotting
following
with
coordinate
dots
picture
and
1
2
3
4
5
6
by
joining
the
points.
(1,1)
(4,1)
(4,4)
(5,4)
(5,1)
(8,1)
(6,2)
(6,6)
(8,4)
(8,5)
(6,7)
(5,8)
(7
,8)
(7
,9)
(8,9)
(8,10)
(5,7)
y
12
(7
,10)
(7
,1
1)
11
(6,12)
(3,12)
(2,1
1)
10
(2,10)
(1,10)
(1,9)
(2,9)
9
(2,8)
(4,8)
(4,7)
(3,7)
8
(1,5)
(1,4)
(3,6)
(3,2)
7
(1,1)
STOP!
6
b
Draw
a
mouth:
5
(3,10)
(3,9)
(6,9)
(6,10).
4
c
Draw
a
nose:
draw
an
(4,10)
(5,10),
then
3
oval
shape
around
the
line.
2
d
Draw
two
coordinate
eyes.
What
are
the
points?
1
0
x
0
118
1
2
3
4
5
6
OX FOR D
7
U N I V E RSI T Y
8
PR E S S
Extended
1
Design
to
practice
a
coordinate
someone
so
that
•
Don’t
make
•
Make
sure
•
they
the
the
be
picture
else
will
Use
straight
on
can
picture
the
draw
too
coordinate
able
grid.
the
After wards,
picture.
you
Some
can
things
give
to
the
think
instructions
about:
complicated.
points
are
correct.
(If
you
can’t
9
10
follow
them,
nobody
to!)
lines
where
possible.
y
12
11
10
9
8
7
6
5
4
3
2
1
0
x
0
2
Write
Tr y
OX FOR D
the
instructions
following
U N I V E RSI T Y
PR E S S
1
your
2
in
3
the
4
way
instructions
on
5
that
a
6
they
grid
7
were
before
8
written
you
give
on
11
page
them
to
12
122.
somebody
else.
119
UNIT
8:
Giving
The
four
south,
sayings
5
directions
main
east
position
TOPIC
on
compass
and
a
west.
To
compass
such
as
“
directions
are
remember
rose,
ever
some
at
nor th,
their
people
limy
orms”
.
We
need
a
direction
the
Guided
N
use
to
position
W
compass
E
describe
of
the
dog.
practice
S
1
The
a
dog
on
Label
the
the
compass
four
(nor th - east),
2
The
teacher
Use
the
is
plan
at
to
empt y
SE
(south -west)
rose
nd
nor th - east
arrows
NW
the
cat.
b
Draw
SW
a
(nor th -west).
centre
the
of
NE
(south - east),
and
the
is
of
this
Who
is
triangle
at
circle
at
the
NW
square
at
the
SE
the
SW
point
point,
and
a
point.
classroom.
answers.
4
a
a
Sam
nor th - east
N
of
the
teacher
?
3
T
b
Who
of
c
is
the
Use
south -west
2
teacher
?
a
compass
direction
to
describe
Lucy
1
Sam’s
position.
A
3
It
is
not
possible
describe
compass
directions,
a
Use
a
b
Eva
is
c
Choose
a
d
What
is
the
e
Write
Jo’s
Use
to
120
to
a
the
grid
at
but
we
reference
A 2.
Write
position
grid
teacher
her
to
can
in
a
a
use
name
the
a
grid
on
east
for
position
direction
and
position
describe
reference
name
compass
to
the
to
of
of
grid
Jack ’s
reference.
the
position
the
plan.
Sam
the
table
and
of
write
B
using
Jack
is
one
at
C
of
the
D
eight
B1.
Tran.
your
initials
in
it.
position?
between
describe
reference
Sam
the
for
and
Lucy.
position
the
in
relation
table.
OX FOR D
U N I V E RSI T Y
PR E S S
Independent
practice
Use
Or ange
this
map
of
Jo’s
town
for
the
following
activities.
Gr ove
Tran’s
house
5
Shopping
mall
Jo’s
Sw im
4
house
c entre
N
house
3
Sp or t s
elds
2
1
B
a
In
b
What
c
Imagine
you
shor test
route
of
d
which
is
the
Amy
e
True
f
The
direction
the
Write
the
Primar y
h
Using
from
U N I V E RSI T Y
PR E S S
go
for
to
get
Tran’s
the
nor th
along
the
roads
end
that
E
from
home
F
to
the
swim
G
centre?
house?
of
Rosella
would
Road.
take
you
Shade
to
the
in
the
southern
entrance
elds.
Penrith
false?
Magic
Jo
at
instructions
or
would
D
reference
lived
on
side
grid
to
Amy’s
Movie
right-hand
g
grid
spor ts
lives
write
OX FOR D
C
a la o K
A
y ba l l aW
Dr i ve
al l e s o R
um E
Dubbo
t a b m oW
da o R
1
Parade.
get
from
house
Theatre
of
is
is
Wombat
reference
Using
for
compass
Amy’s
house
nor th - east
nor th
Way.
the
of
of
the
Draw
directions
to
the
swim
Jo’s
house.
Swim
centre,
and
label
nor th - eastern
and
it
on
corner
of
street
names,
centre.
on
the
the
map.
Lawson
Road
School.
compass
Tran’s
directions
house
on
and
Wombat
street
Way
names,
to
the
write
school
instructions
entrance
on
to
get
Wallaby
Way.
121
Scale:
10 0
m
3
2
A
legend
places
you
(or
on
can
a
key)
gives
map.
work
If
out
map,
the
treasure
from
the
snake
a
Write
a
information
map
real - life
is
at
has
a
about
distances.
(4,1)
and
2
scale,
is
On
this
T
1
C
S
=
Treasure
S
=
Snake
C
=
Campsi t e
Pi t
T
50metres
0
for
a
the
0
pit.
b
coordinate
campsite.
1
How
far
from
the
2
3
is
the
4
5
campsite
treasure?
N
S
=
Snake
Pi t
C
=
Crocodiles
P
=
Poisonous
S
N
T
P
P
=
=
Nes t
of
Plan t s
Scorpions
Treasure
P
Scale:
1
cm
nest
of
=
1
km
Snakesville
N
C
3
a
Use
the
legend
scorpions
is
b
4
km
Shark
a
south
Point
“Shark
4
near
There
a
5
a
plants
track
drew.
you
Goanna
dot
The
the
Treasure
it
on
is
west
the
by
2
the
on
Cave
of
is
the
6
map:
km
Big
south - east
Cockroach
Snakesville.
Cliff
is
Mark
from
going
to
from
km
to
Snakesville
7
Beach
of
km
its
has
a
Snakesville.
nor th
position
of
Spider
Spider
with
the
south
Snakesville
the
to
Shark
Point
that
of
them.
Draw
the
to
nor th - east
Shark
of
Draw
a
straight
road
buried
along
a
straight
track
with
the
letter
Point
Spider
G.
map
Bug
a
dot
Head
Head.
and
write
map.
track
letter
is
these
Pot
distance
Gorge
and
Tin
km
on
the
Mark
122
5
Estimate
a
b
is
mark
Snakesville.
cur ved
poisonous
b
it.
of
Point”
is
to
from
50 0
track
along
Head.
Spider
m
misses
the
on
the
map.
on
the
map
the
Mark
Head
it
to
south - east
Goanna
of
with
Gorge.
Goanna
Gorge.
T.
OX FOR D
U N I V E RSI T Y
PR E S S
Extended
1
CAT
stands
given
draw
to
practice
and
an
for
traces
Write
b
steps
with
rst
compass
Move
nor th
Step
2.
Move
nor th- eas t
your
Draw
you
your
the
to
to
own
island,
a
references
own
be
use
Treasure
scale
for
the
U N I V E RSI T Y
PR E S S
are
according
needs
shown.
to
be
CAT
is
to
directions
programmed
to
programmed
Step
2
directions.
the
octagon.
Step
1
cm
tool
a
to
you
in
see
will
a
places
Map.
on
if
you
need
the
draw
to
computer
direction
Legend
OX FOR D
2
Island
and
moves
CAT
complete
directions
line
It
cm.
accurate,
a
The
moves
would
2
Toy”
.
pen.
two
and
that
a
1.
Follow
grid
The
Ar tist’s
Step
ask
on
path
distance
the
octagon
2
a
octagon.
understand
a
“Computer
Include
use
an
a
protractor.
program
a
indicator.
legend
Label
octagon.
such
for
the
as
Or
you
want
your
so
you
may
Word.
interesting
that
your
teacher
Microsoft
some
grid
If
places
can
give
map.
Sc ale:
123
UNIT
9:
TOPIC
Collecting
A
common
1
and
way
to
representing
represent
data
data
Graph
is
to
show
our
f rui t
favouri te
on
a
graph.
There
are
several
snac k
t ypes
chocolate
of
graph.
The
depends
on
Guided
t ype
what
of
is
graph
being
used
represented.
ice -cream
practice
Ver tical
N umbe r
the
of
bir d s
c las s
that
bir d
or
horizontal
bar
graph
N umbe r
vi s i te d
the
fe e de r
of
bir d s
c las s
that
bir d
vi s i te d
fe e de r
28
Mon
Tues
Wed
T hu
Fri
0
Mon
Tues
Wed
T hu
Fri
0
1
a
Fill
in
axis
Dot
the
on
blanks
each
N umbe r
plot
on
the
number
28
b
By
graph.
of
pie c e s
how
total
of
frui t
our
group
brought
for
many
less
s nac k
than
was
Tuesday’s
Monday’s?
time
2
1
2
3
Piec es
a
What
is
the
most
of
4
fruit
common
b
How
many
were
sur veyed?
T
he
people
in
number
of
pieces
of
fruit?
1
graphs
questions
and
2
sho w
numerical
3
The
two
main
Numerical
we
like
to
data
go
categorical)
a
What
c
How
e
What
your
tall
are
subject?
124
can
on
for
is
is
t ypes
of
be
the
t ype
favourite
favourite
that
counted
holidays)
you?
your
data
is
of
not
data
pet?
are
(or
collected
are
measured).
numerical.
that
will
Categorical
Write
be
numerical
“N”
(for
and
data
categorical
(such
numerical)
as
or
where
“C”
(for
collected.
b
How
many
d
What
f
How
is
your
long
reading
pets
do
each
do
you
favourite
you
have?
spor t?
spend
day?
OX FOR D
U N I V E RSI T Y
PR E S S
data.
Independent
1
If
you
asked,
numerical
3
If
you
“How
data.
categorical
2
practice
a
Class
5T
Write
a
snacks
sur vey
do
you
question
eat
a
about
day?”
,
food
you
that
would
“What
sur vey
took
type
question
the
noon
of
music
about
do
you
music
like?”
,
that
you
would
would
enable
20
be
collecting
enable
you
to
collect
collecting
to
collect
categorical
numerical
data.
data.
temperature
Tally
Frequency
days:
19°,
18 °,
19°,
20°,
19°,
20°,
20°,
20°,
19°,
18 °,
20°,
19°,
20°,
19°, 18 °,
20°,
18 °,
17°,
19°,
20°
a
be
you
Temperature
for
would
data.
asked,
Write
many
What
t ype
of
data
did
they
Total
collect?
Noon
b
Complete
for
c
the
frequency
a
the
about
Create
dot
the
plot
for
20
days
the
temperatures.
a
frequency
table
about
the
colour
of
18 º
people’s
19 º
hair
in
Hair
Frequency
for
table
17 º
4
temperature s
data.
Complete
data
the
time
table
Colour
showing
Light
hair
your
c olour
20 º
class.
in
our
c las s
colour
Medium
Dark
Total
Frequency
Transfer
Decide
the
on
data
a
onto
suitable
a
bar
e l po e p
b
graph.
scale.
fo
What
other
suitable
for
t ype
this
of
graph
data?
would
also
be
r e bmuN
c
0
OX FOR D
U N I V E RSI T Y
PR E S S
Dar k
Medium
L igh t
125
5
Add
the
to
the
information
lengths
Hair
and
colours
t ype
Shor t
question
of
4
students’
Light
by
creating
hair
in
your
Medium
a
two -way
table
showing
class.
Dark
Total
length
Medium
Long
in
length
length
Total
6
This
table
shows
a
Complete
b
Decide
on
separate
the
the
a
piece
Year
Carlton
18 97
Essendon
total
ten
of
premiership
winning
teams
in
the
Australian
Football
League.
column.
suitable
Club
Collingwood
top
t ype
paper
s tar ted
of
for
graph
and
scale
to
display
the
information.
Use
a
this.
Premiership
years
Total
19 0 6,
19 07,
19 0 8,
1914,
1915,
19 3 8,
19 4 5,
19 47,
19 6 8,
1970,
1972,
1979,
19 81,
19 82,
19 87,
19 9 5
19 02,
19 0 3,
1910,
1917,
19 30,
19 35,
19 36,
19 5 3,
18 97,
19 01,
19 4 9,
19 50,
19 62,
19 6 5,
19 8 4,
19 8 5,
18 9 8,
18 9 9,
19 0 4,
19 0 5,
1913,
1916,
1925,
19 31,
19 37,
19 51,
19 52,
19 6 3,
20 07,
19 61,
1971,
1976,
1978,
19 8 3,
19 8 6,
19 8 8,
19 91,
20 0 8,
2013,
2014,
19 0 0,
1926,
19 39,
19 4 0,
19 57,
19 59,
19 6 0,
19 6 4
1975,
1977,
19 9 6,
19 9 9
1920,
1921,
19 32,
1974,
19 8 0,
2017
19 0 9,
1918,
19 3 3,
1919,
1927,
1928,
1929,
18 97
1911,
1912,
19 5 8,
1923,
19 9 0,
1924,
2010
19 42,
19 4 6,
18 97
Fitzroy
(18 97–19 9 6)
Geelong
18 97
19 9 3,
1922,
20 0 0
19 4 4
20 0 9,
2011
Haw thorn
Melbourne
Nor th
Melbourne
Richmond
Sydney
19 8 9,
1925
2015
19 41,
19 4 8,
19 55,
19 5 6,
19 3 4,
19 4 3,
19 67,
19 6 9,
1973,
20 0 5,
2012
18 97
1925
19 0 8
Swans
(formerly
South
18 97
Melbourne)
126
OX FOR D
U N I V E RSI T Y
PR E S S
Extended
Researchers
it
is
ver y
1
believe
dif cult
Without
in
2
practice
a
some
any
reliable
research,
children
have
a
data
about
the
write
down
three
vocabular y
number
of
words
of
10
words
that
000
words,
anyone
you
think
but
knows.
are
used
a
lot
writing.
research
Skim
10 -year- old
collect
doing
ever yday
Do
to
that
through
to
see
and
if
you
make
a
are
right.
mental
You
note
need
of
any
10 0
words
words
that
of
a
you
text.
think
are
used
frequently.
3
•
Write
•
Do
an
b
Which
c
Compare
There
are
a
these
accurate
three
lot
common
words
your
of
tally
are
research
vowels
words
of
the
most
with
used
in
down.
number
commonly
that
the
of
40
of
times
the
words
are
used.
used?
somebody
words
of
else.
this
How
does
it
compare?
joke.
A monkey goes into a café and points to a pic ture of a cheese sandwich.
“ That ’s s tr ange!” says one waitress to another. “A monkey is ordering a cheese sandwich.”
“I know!” says the monkey. “I usually order a hot dog.”
a
Find
for
out
each
Vowel
how
often
each
vowel
is
used.
Make
an
accurate
tally
of
the
number
vowel.
A
E
I
O
U
Frequency
b
How
reliable
vowels?
OX FOR D
U N I V E RSI T Y
PR E S S
do
you
think
this
data
is
as
an
indicator
of
the
most
frequently
used
Why?
127
UNIT
9:
TOPIC
Representing
2
and
interpreting
How
Two
t ypes
of
graphs
muc h
represent
data
money
was
in
Tran's
Favourite
c olour s
of
used
piggy
to
data
are
bank?
our
c las s
line
$ 25
graphs
and
circle
graphs
$ 20
A
line
graph
is
used
to
show
$ 15
how
something
changes
over
time,
as
amount
piggy
of
such
money
$ 10
the
in
a
$5
bank.
A
$0
1
2
3
circle
graph
is
a
quick
way
to
4
show
small
amounts
of
data.
Week
Guided
1
The
practice
line
graph
a
By
how
b
In
c
Estimate
a
Circle
above
much
which
did
week
the
shows
it
did
go
that
up
Tran
amount
of
the
in
amount
week
have
the
money
of
money
Tran
had
in
week
1
was
2?
most
Tran
money?
had
in
week
4.
Y
ou
2
the
•
Yellow
is
•
Blue
the
•
Out
10
b
3
correct
are
of
more
the
the
the
popular
least
24
students
Estimate
These
is
statement
chose
amounts
than
popular
students
number
about
of
the
in
weeks
information
to
5 – 8.
Use
make
a
circle
graph
can
only
make
above.
red.
colour.
in
the
class,
blue.
students
who
chose
green.
Tran
How
had
$5.
the
line
much
money
was
in
Tran's
pigg y
bank?
$ 25
graph.
$ 20
•
Week
5:
$15
$ 15
•
Week
6:
$20
•
Week
7:
$3
$ 10
$5
•
Week
8:
$16
$0
5
6
7
8
Week
128
OX FOR D
U N I V E RSI T Y
PR E S S
Independent
1
These
are
practice
Eva’s
Represent
the
spelling
data
on
scores
a
line
out
of
20
during
the
term.
graph.
Week
1
2
3
4
5
6
7
8
9
10
Score
20
18
19
14
6
16
20
20
17
15
a
Decide
on
a
suitable
20
scale
for
b
Write
a
c
Write
appropriate
for
the
title
Plot
for
the
axis.
graph.
labels
and
axes.
the
each
ver tical
horizontal
ver tical
d
the
data,
then
join
up
point.
0
1
2
OX FOR D
a
In
b
Describe
c
In
d
True
e
Between
U N I V E RSI T Y
which
which
PR E S S
or
weeks
the
Eva
change
week
false?
did
do
you
Eva’s
which
in
score
scores
think
average
weeks
was
2
3
10 0%?
between
Eva
did
score
the
not
was
rise
in
weeks
do
her
more
5
7
.
homework?
than
scores
and
the
16
out
of
20.
biggest?
129
3
The
circle
graphs
show
the
top
ve
holiday
Favourite
destinations
for
Australians
in
1950
and
20 0 0.
New
data
was
collected
from
a
sur vey
of
10 0 0
holiday
destinations
The
–
1950
South
Wales
people.
Queensland
Victoria
a
What
was
the
most
popular
destination
New
Zealand
Europe
in
b
1950?
The
popularit y
of
which
place
wasthe
same
Favourite
in
1950
and
holiday
destinations
20 0 0?
–
2000
Australia
c
About
how
many
people
preferred
to
travel
Europe
to
Asia
Europe
in
20 0 0?
New
Zealand
USA
d
Why
do
chose
4
This
table
you
think
Europe
shows
the
rose
the
number
between
top
six
girls’
of
people
19 50
and
names
Number
Rank
20 0 0?
20 0 0.
of
sec tions
in
Key
(colour
used
in
Name
circle
1
Emily
2
Ellie
3
Jessica
4
Sophie
5
Chloe
6
Lucy
a
in
who
The
blank
circle
graph
is
divided
graph
circle
graph)
into
T itle:
24
sections.
sections
in
b
the
in
the
a
the
colour
graph.
for
number
each
of
of
the
names
for
each
Then
name
shade
and
the
key
table.
c
Write
a
title
d
Write
a
question
might
ask
for
Year
information
130
shade
the
table.
Choose
shade
to
Choose
in
the
5
circle
that
a
graph.
teacher
students
the
about
the
graph.
OX FOR D
U N I V E RSI T Y
PR E S S
Extended
1
This
practice
information
thesubstitute)
shows
on
Points
the
number
a
basketball
in
Points
of
points
scored
by
each
player
team.
in
Points
in
Points
in
Points
1
Game
2
Game
3
Game
4
Game
Sam
17
19
19
14
16
Amy
8
7
0
2
8
Tran
5
8
4
2
11
Eva
14
15
3
11
17
Lily
2
4
1
0
3
Noah
6
2
4
2
21
Total
Average
number
points
of
per
in
Player
Game
(including
5
points
game
T itle
a
Divide
of
games
points
the
b
the
to
per
the
nd
•
player
average
Write
the
the
you
could
each
player
?
How
did
What
change
c
Whose
d
Who
e
Which
player
Give
reason
a
the
three
average
scored
the
Eva’s
did
the
do
a
by
the
number
number
average
graph
scaffold
were
after
PR E S S
create
What
scores
•
to
use
questions
•
U N I V E RSI T Y
each
their
game.
data
Youmay
OX FOR D
for
of
scores
in
table.
Use
of
total
if
you
focus
highest
(or
of
the
average
wish.
on
choice.
Examples
include:
totals
anyone
over
your
for
else’s)
ve
games?
scores
look
like
games?
score
most
you
for
was
points
think
your
the
in
highest?
a
spent
single
most
game?
time
on
the
sideline?
answer.
131
UNIT
10:
TOPIC
1
Chance
Will
heads
If
you
that
In
guess
you
heads
will
be
or
right
tails,
as
there
there
is
is
that
As
a
is
an
even
as
you
As
words:
There
just
a
As
frac tion:
a
will
be
or
be
tails?
chance
wrong.
percentage:
There
chance.
much
it
is
a
50%
chance.
decimal:
1
There
is
a
a
chance.
There
is
a
0.5
chance.
2
Guided
Using
practice
the
unlikely
things
1
a
The
will
2
voice
be
A
c
Someone
d
Tuesday
chance
words
you
on
think
hear
will
read
will
will
are
the
fall
I
impossible,
turn
on
the
likely,
describe
the
number
line.
even
chance
of
chance,
the
following
radio
line:
in
at
on
tonight.
lunchtime.
Monday
question
certain,
TV
1
likely,
next
can
week.
be
put
unlikely,
on
a
impossible.
Draw
Write
arrows
the
to
other
the
four
positions
appropriate.
Even
0
certain,
happening.
news
over
follow
words
the
when
and
words
woman’s.
b
The
cow
a
I
probabilit y
0 .1
0.2
0. 3
chanc e
0.5
0.6
spinner
will
0.4
0 .7
0.8
1
0.9
1
3
There
is
of
a
chance
that
the
land
on
red.
4
Which
4
This
spinner
What
5
The
132
is
the
chance
What
a
fraction
has
chance
of
the
chance
of
landing
percentage
chance
of
it
of
a
the
9 0%
chance
blue?
describes
this
is
spinner
there
that
landing
it
b
will
on
landing
on
land
green?
spinner
on
blue?
red.
on
yellow
landing
is
green?
0.1.
on:
c
white?
OX FOR D
U N I V E RSI T Y
PR E S S
Independent
Read
1
a
the
practice
descriptions
Conver t
of
b
the
Fill
in
the
the
chance
event
the
of
chance
words
to
of
a
these
decimal
events
to
occurring.
describe
the
chance
occurring.
gaps
where
necessar y.
Value
A:
It
is
impossible
B:
It
is
almost
C:
It
is
likely
D:
There
E:
It
F:
There
is
an
G:
There
is
less
H:
It
is
almost
certain
I:
It
is
certain
that
J:
It
is
very
K
It
is
unlikely
2
is
is
very
Place
I
will
better
likely
10 0
a
metres
me
to
movie
even
in
two
win
at
ten
the
chance
seconds.
million
dollars.
0.1
weekend.
that
I
will
like
the
movie.
born
will
be
that
even
chance
than
an
that
even
the
next
chance
baby
that
I
will
go
a
girl.
swimming
tomorrow.
that
that
that
letter
description
for
see
than
unlikely
the
run
impossible
that
a
to
in
for
each
question
1
B
at
an
this
3
appropriate
number
Which
do
number
4
Which
a
on
0
line.
you
think
values
or
spinners
75%
place
is
more
chance
have
the
0 .1
accurate
when
1
0. 3
0.4
describing
0.5
chance
0.6
0 .7
0.8
0.9
1
situations:
words?
following
chance
of
landing
on
blue?
chance
A
b
0.2
out
of
2
B
C
D
chance
1
c
of
a
chance
10 0%
chance
3
d
OX FOR D
U N I V E RSI T Y
PR E S S
133
5
Colour
this
spinner
•
There
is
0.1
•
There
is
0
•
There
is
so
that
chance
chance
the
for
for
following
probabilities
are
true:
yellow.
white.
2
chance
for
blue.
10
•
There
is
0.4
of
a
chance
for
green.
3
•
There
chance
is
for
red.
10
6
Each
the
of
these
same
spinners
chance
for
can
each
A
a
b
the
land
Write
Imagine
a
this
You
know
and
nd
How
red,
many
there
is
not
C
from
least
D
likely
to
most
chance
of
each
E
likely
red.
value
A:
Spinner
situation.
are
you
of
but
them.
number
they
that
spinners
on
Spinner
7
of
on
B
Order
to
land
the
There
either
have
10 0
for
2
red
red
the
B:
Spinner
are
10 0
or
blue.
ones
marbles
marbles
You
and
are
8
likely
blue
to
C:
in
pick
spinner
a
out
landing
Spinner
on
D:
red.
Spinner
bag.
10
marbles
ones.
be:
10 0
(RED
a
8
red?
Which
a
blue
of
b
these
marble
does
from
not
this
1
4
4
10
show
bag?
the
Circle
4 0%
marbles
and
BLUE)
blue?
chance
of
choosing
one.
0.4
10 0
(6 0
134
E:
RED
marbles
and
OX FOR D
40
BLUE)
U N I V E RSI T Y
PR E S S
Extended
In
1
a
four
practice
pack
suits
Imagine
a
of
52
(or
the
t ypes):
52
Express
a
b
the
half
a
There
a
If
Chloe
2
of
of
a
picking
the
the
landing
a
up
20
board
spinner
on
that
•
Land
on
red:
•
Land
on
blue:
you
1
Move
picking
The
on.
up
picture
many
20
a
yellow
Joel
Company
ones,
loves
looking.
the
spinner
less
it
so
chance
of
the
all
chance
Which
c
Lachlan’s
d
he
Which
by
U N I V E RSI T Y
colour
is
always
the
that
colour
of
you
be
move
move,
hear ts?
depends
the
•
Land
on
green:
•
Land
on
gold:
there
green,
less
on
the
chance
there
is
the
even
Move
greatest
less
Move
4
6
chance
chance
for
squares
squares
of
blue
landing
and
the
gold.
of
put
20
10
pink
ones,
ones.
He
chance
there
favourites
have
you
to
landing
on
each
colour
as
Green:
yellow
is
fraction.
expect
squares
squares
a
works:
for
for
you
as
a
fraction
decimal.
purple
the
What
b
does
10
of
more
how
card
could
number
The
is
a
suit.
squares
chance
a
each
Blue:
Jellybean
hear ts.
have
square
Describe
and
in
how
This
2
red,
least
The
and
are
up
would
cards
land
colour.
on
OX FOR D
of
you
cards,
Colour
Red:
clubs
there
up.
game.
Move
b
that
“picture”
chance
picked
joker),
fraction.
of
four
spades,
picking
chance
a
3
of
card
are
the
face - down.
of
invented
colour
is
you
are
chance
as
(without
t ype
Express
d
cards
diamonds,
cards
diamond
Name
c
playing
a
are
getting
jellybean
red
and
one
has
a
of
he
of
ones,
ones
takes
that
quar ter
red
a
will
10
and
one
5
from
take
chance
green.
his
Gold:
a
green
black
his
What
ones
pack
yellow
Evie
ones,
will
in
white
each
ones,
pack.
without
jellybean?
take
fraction
25
of
a
out?
chance
favourites?
1- in -20
chance
of
being
chosen
Charlie?
PR E S S
135
UNIT
10:
Chance
There
is
if
toss
you
twice
a
on
TOPIC
2
experiments
1- in -2
the
tails.
chance
coin
of
four
choosing
times
the
does
that
However,
correctly
chances
mean
when
are
it
that
will
a
it
coin
will
is
tossed.
land
twice
That
on
toss
Guided
1
2nd
3rd
tails
a
coin
next
lands
on
a
Predict
b
Toss
a
the
H
3
There
is
Give
b
If
a
a
a
a
on
Predict
Roll
10
times
land
tos s
in
a
row.
75%
toss
a
Record
3rd
prediction
1- in -2
lands
the
the
chance
value
on
4
ten
eleventh
result
if
dice
1st
12
Circle
the
chance
of
it
landing
coin
50%
10
25%
times.
the
results.
4th
5th
0%
Heads:
6 th
7th
Tails:
8 th
9 th
10 th
with
what
rolling
the
4
on
a
chance
of
the
times
in
a
actually
a
row,
happened.
6 - sided
dice
what
is
Explain
the
difference.
dice.
landing
the
on
4:
chance
of
it
landing
throw?
you
times.
2nd
of
for
Two:
a
Toss
you
2nd
number
dice
4
if
times.
your
One:
b
to
T?
not
a
10
1st
Compare
on
4
or
heads
9 0%
result
coin
Toss
c
4th
sure
throw.
10 0%
2
toss
and
practice
Imagine
on
tos s
heads
that
happen?
It ’
s
1s t
means
roll
a
dice
12
times.
Three:
Record
3rd
4th
the
Four:
Five:
Six:
results.
5th
6 th
7th
8 th
9 th
10 th
11th
12 th
Result
c
Was
an
136
it
more
dif cult
to
predict
the
results
for
the
coin
or
the
dice?
Tr y
to
give
explanation.
OX FOR D
U N I V E RSI T Y
PR E S S
Independent
practice
2
1
3
2
3
4
For
this
1
experiment,
a
Circle
the
landing
you
will
need
a
number
value
that
on
number
4
of
spinner
numbered
does
not
from
describe
1
the
to
4
4.
chance
of
the
spinner
4.
1
out
10
1
out
of
4
25%
0.25
4
b
If
you
Do
2
It’s
spin
you
time
to
the
think
spinner
that
conduct
will
four
times
happen?
it
should
Give
the
a
land
reason
Number
for
on
each
your
number
answer.
on
1
experiment.
number
of
Decide
spins
on
that
the
the
results:
( The
12?
obtain
20?
number
multiple
of
and
the
3
4
is
of
the
accurate
number
of
times
landed
4 0?
needs
4.)
2
spinner
Tally
necessar yto
once.
to
be
Operate
it
a
the
spinner
Total
3
tally
Write
a
few
it
results
in
the
sentences
•
Did
turn
•
Why
•
If
I
star ted
•
If
I
doubled
•
How
did
do
table.
about
out
how
I
not
land
the
it
from
the
my
the
results
of
the
experiment.
Think
about
things
such
as:
expected?
same
number
beginning
number
results
the
of
again,
spins,
compare
to
of
times
would
would
it
someone
on
the
be
each
results
ver y
number
?
be
the
same?
different?
else’s?
3
results.
experiment
If
you
like
chance
each
this,
a
5 - sided
spinner
would
affect
how
up
can
it
affect
4
and
the
4
it
set
3
numbered
made
is
2
an
2
the
way
1
The
4
4
OX FOR D
U N I V E RSI T Y
for
PR E S S
number
?
4
1
137
5
For
Fill
this
in
the
When
They
6
7
table
to
you
show
you
toss
t wo
both
land
on
Predict
Two
experiment,
the
results
will
the
coins
need
possible
the
out
Ways
the
after
40
experiment.
coins
Tally
of
the
tosses
they
landed
like
Tally
landed
number
There
are
three
results
that
can
occur.
results.
result
of
Two
the
coins.
can
be:
heads.
heads:
Carr y
two
of
and
Two
the
coins.
tails:
record
Heads
the
heads
results
Two
in
the
and
tails:
table.
tails
Heads
and
tails
times
that
Total
8
Write
9
Each
a
few
result
chance
of
sentences
did
the
have
occurring
experiment.
at
not
commenting
Explain
in
the
the
why
same
on
the
results
Result:
of
your
heads
experiment.
and
tails
Result:
t wo
t ails
Result:
t wo
heads
last
by
looking
diagram.
H
T
H
138
OX FOR D
H
U N I V E RSI T Y
PR E S S
Extended
1
We
on
2
practice
can
give
white.
Circle
about
3
Circle
on
value
number
that
for
the
value
best
in
chance
as
of
many
describes
the
this
spinner
different
chance
ways
of
this
about
spinner
chance
of
15%
in
about
the
this
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spinner
2
about
Draw
seven
paper
or
with
Cut
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the
What
b
Have
If
Put
the
OX FOR D
carried
letter
U N I V E RSI T Y
PR E S S
you
can.
stops
stopping
1
3
6
6
on
on
yellow
yellow
10
next
to
word
squares.
N
a
piece
times
in
75%
a
row.
time.
1
of
MINIMUM,
Turn
of
There
U
the
be
up
facing
M
over.
the
up
chance
face - down
might
the
them
picking
and
Describe
papers
out
on
about
square.
letters
down.
all
the
chance
facing
you
each
the
the
looking.
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per
seven
is
squares
Write
letter
a
c
equal
card.
one
as
stopping
spinner
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0
4
not
yellow.
the
the
the
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Write
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and
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them
M
rst
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42
Move
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papers
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are
many
all
the
times
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rst
Pick
go.
up
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without
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would
you
expect
appear
?
139
GLOSSARY
acute
angle
a
angle
right
An
or
angle
90
that
is
smaller
than
array
degrees.
into
An
even
make
equal
together
adding,
sum.
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to
vertical
nd
plus
See
joining
the
or
and
to
of
items
rows
count.
Equipment
mass;
used
items.
to
to
Also
that
compare
called
pan
balances
the
items
mass
balance
of
or
angle
equal
addition
easier
scale
different
right
columns
them
balance
of
arrangement
adding
total.
of
two
Also
known
+
=
arm
balance
numbers
as
and
bar
also
3
addition
and
2
is
graph
bars
5
or
A
way
columns
to
of
representing
show
the
data
values
of
using
each
variable.
algorithm
A
process
or
formula
Favourite
to
solve
a
problem
in
elpoep
used
mathematics.
T
O
2
4
1
3
3
7
Examples:
algorithms
algorithms
+
24
+
13
=
14
12
10
rebmuN
ver tical
fo
horizontal
37
sports
16
8
6
4
2
0
Cricket
analogue
time
Time
Soccer
Net-
Rugby
Foot-
Basket-
ball
ball
shown
ball
on
a
clock
numbers
or
watch
and
face
hands
to
with
Sport
indicate
base
the
hours
and
a
angle
The
The
bottom
edge
of
minutes.
space
between
two
2D
face
shape
of
a
or
3D
the
bottom
shape.
base
lines
or
where
sur faces
they
measured
at
meet,
in
the
point
usually
capacit y
degrees.
that
75 - degree
angle
the
opposite
direction
to
the
hands
a
The
of
can
The
capacit y
of
hold.
jug
4
has
cups.
size
Car tesian
plane
A
numbered
horizontal
grid
system
with
clock.
of
and
ver tical
axes
that
allow
an
for
object’s
amount
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in
area
container
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a
anticlock wise
a
The
exact
locations
to
be
described
and
found.
sur face.
y
10
Example:
It
takes
12
tiles
9
8
to
cover
this
poster.
7
6
5
area
model
A
visual
way
of
solving
4
multiplication
problems
by
constructing
3
a
2
rectangle
with
the
same
dimensions
as
the
x
–10
numbers
you
are
multiplying
and
breaking
–9
– 8
–7
– 6
–5
– 4
–3
–2
–1
1
2
3
4
5
6
7
8
9
10
–1
–2
the
problem
down
by
place
value.
–3
– 4
10
6
×
10
6
×
8
=
8
60
–5
– 6
=
48
–7
6
so
– 8
–9
6
140
×
18
=
10 8
–10
OX FOR D
U N I V E RSI T Y
PR E S S
categorical
variables
that
or
on
objects
common
Example:
avours,
data
The
can
be
different
sor ted
groups
into
based
features.
Within
same
size
shapes
and
shape
categor y
of
they
the
have
cm
A
unit
A
combination
of
3
letters
2
s trawberr y
numbers
or
when
remain
include:
choc olate
centimetre
even
that
ice - cream
coordinates
vanilla
Shapes
transformed.
the
variables
congruent
for
measuring
the
that
or
show
numbers
location
and
on
a
grid
1
map.
A
length
of
smaller
corner
The
edges
a
Also
Example:
B
C
items.
Length
is
80
of
point
shape
known
as
a
where
or
two
object
meet.
vertex
cm.
Joshua
Ryan
corner
Xavier
circle
graph
A
circular
graph
Peter
Finn
divided
like
into
sections
por tions
of
a
that
look
pie.
cross-sec tion
circumference
The
or
around
the
outside
of
a
shape
direction
as
common
are
the
you
the
the
of
a
denominator
same.
need
in
hands
to
To
nd
identif y
a
a
that
a
through
Moving
sur face
results
from
circle.
making
clock wise
The
distance
straight
a
3D
cut
shape.
same
clock.
Denominators
common
multiple
that
denominator,
that
two
or
cube
six
A
faces
rectangular
prism
are
of
squares
where
equal
all
size.
more
3
cubic
denominators
centimetre
or
A
cm
unit
for
share.
measuring
the
volume
Example:
This
is
1
of
smaller
cube
objects.
1
cm
1
1
1
Example:
+
1
+
2
4
4
2
=
8
+
1
exactly
cm
cm
long,
+
8
8
8
1
cm
wide
and
1
cm
deep.
1
7
cm
=
cylinder
8
parallel
compensation
strategy
A
way
of
A
3D
circular
shape
bases
with
and
two
one
cur ved
solving
sur face.
a
problem
make
it
that
easier
involves
to
work
rounding
with,
and
a
number
then
to
paying
data
back
or
“compensating”
the
same
such
Example:
24
+
99
=
24
+
100
–
Information
1
=
as
questioning,
that
has
number
more
than
A
two
a
is,
a
prime
number
that
number
factors,
is
not
or
methods
obser vation.
frac tion
A
way
of
writing
a
6
number
from
1
that
through
sur veys
123
decimal
composite
gathered
amount.
that
separates
fractional
par ts
any
whole
expressed
as
numbers
tenths,
2
hundredths,
thousandths
and
so
on.
9
number.
1
10
cone
base
A
that
3D
shape
tapers
to
with
a
a
circular
Example:
1.9
is
the
same
as
1
whole
9
point.
and
9
par ts
out
of
10
or
1
10
OX FOR D
U N I V E RSI T Y
PR E S S
141
degrees
Celsius
temperature
0°C
is
the
boiling
A
against
freezing
unit
the
used
to
Celsius
point
and
measure
scale
10 0°C
is
the
equal
Having
the
same
number
or
value.
where
the
point.
denominator
The
bottom
Example:
number
in
a
fraction,
Equal
size
Equal
numbers
which
3
shows
whole
how
or
divided
many
group
pieces
has
4
the
been
equation
A
where
sides
both
written
diameter
of
a
through
digital
A
straight
circle
the
to
the
centre
time
line
from
a
clock
other,
watch
only
and
to
indicate
dot
sides
The
of
data
group
A
way
using
into
of
dots
triangle
and
equivalent
process
of
3
equal
par ts,
representing
along
A
triangle
with
angles
the
same
size.
a
line
frac tions
the
same
Different
size
in
fractions
relation
to
a
that
whole
sharing
with
group.
or
remainders.
plot
+
the
or
without
6
with
minutes.
or
=
=
represent
number
5
shown
face
division/dividing
a
+
point.
Time
or
4
passing
three
numbers
hours
equal.
one
equilateral
on
problem
into.
Example:
side
are
mathematical
pieces
labelled
1
2
3
4
2
4
6
8
estimate
A
thinking
guess.
with
even
number
A
number
that
can
be
divided
variables.
equally
Favourite
into
2.
pet s
Example:
even
face
c at
dog
4
and
8
are
numbers
The
at
sur face
of
a
3D
shape.
rabbit
face
double/doubles
numbers
or
Adding
multiplying
Example:
2
+
2
=
a
two
identical
number
4
4
×
2
by
=
2.
8
fac tor
duration
How
Example:
of
about
long
Most
2
something
movies
have
a
into
lasts.
duration
A
Example:
The
side
of
a
shape
or
the
line
faces
of
that
will
an
object
divide
evenly
The
factors
of
10
are
plan
A
plan
that
helps
1
and
10
2
and
5
you
to
horizontally
or
where
organise
two
number
number.
hours.
nancial
edge
whole
another
or
manage
your
money.
meet.
ip
To
turn
a
shape
over
edge
edge
ver tically.
Also
known
as
reection
horizontal
flip
vertical
flip
142
OX FOR D
U N I V E RSI T Y
PR E S S
frac tion
An
Example:
equal
One
par t
out
of
of
a
two
whole
par ts
or
Example:
group.
or
6
+
7
=
13
13
–
7
=
6
can
be
reversed
with
1
is
shaded.
2
grams
mass
or
of
g
A
unit
smaller
for
measuring
the
items.
invoice
A
provided,
including
P r iy a’s
Ta x
Pet
written
g
is
1
A
visual
way
to
cat
food
Tota l
kg
represent
data
and
and
ser vices
any
GST.
Store
pr ice
of
Unit
price
Cost
1
$50 0
$ 5 0 0.0 0
20
$1.5 0
$ 30.0 0
good s
G ST
graph
goods
cost
Quantity
Sia mese
10 0 0
of
I nv oice
Item
Cat
list
their
$ 530.0 0
(10%)
$ 53.0 0
Tota l
$ 5 8 3.0 0
or
information.
Pets
Pets
in
our
in
our
class
isosceles
class
triangle
A
triangle
with
two
8
elpoep
Cats
fo
5
rebmuN
Dogs
7
6
4
sides
and
two
angles
jump
strategy
of
the
same
size.
3
2
0
Cats
Dogs
Rabbits
Rabbits
Type
GST
or
Goods
such
as
10%,
ser vices
and
that
bought
in
Ser vices
applies
many
to
Tax
most
A
of
A
way
to
solve
number
pet
problems
that
uses
a
line
by
number
place
value
hundreds,
to
tens
“jump”
and
Cos t
+
$10
+
GST
goods
Example:
and
16
+
22
=
38
countries.
(10%)
=
Amount
you
$0.10
=
2D
1
six
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
or
kg
A
unit
measuring
the
mass
of
sides.
larger
horizontal
straight
+1
shape
for
with
+1
$10.10
kilograms
A
+10
pay
0
hexagon
ones.
tax,
+10
Example:
along
Parallel
with
the
horizon
or
items.
going
across.
horizontal
kilometres
line
measuring
O r an g e
frac tion
numerator
is
A
fraction
where
km
long
A
unit
distances
for
or
lengths.
Gr ove
Glenbr ook
improper
or
Wa y
the
S w im
S
w
a
n
P
a
r
greater
than
the
denominator,
such
as
a
d
e
5
km
3
2
L aw son
reverse
are
U N I V E RSI T Y
of
2
3
4
5
Operations
that
each
Addition
inverse
PR E S S
1
other.
alao K
or
0
Dr i ve
ev i rD
–1
Dubbo
y ba l laW
–2
L an e
y aW
–3
operations
subtraction
OX FOR D
be
negative.
– 4
opposite
can
alles o R
inverse
Integers
dao R
–5
number.
y aW t a b m oW
or
whole
um E
positive
A
dao R
integer
are
the
and
kite
A
two
pairs
the
four- sided
same
of
shape
adjacent
where
sides
are
length.
operations.
143
legend
A
on
mean.
a
map
key
that
tells
you
what
the
symbols
millimetre
thelength
accuracy
Par k
Ser vice
length
of
a
The
shape
s t ation
C ampground
longest
or
Railway
or
of
of
mm
ver y
A
t ype
Today’s
of
measurements
joins
a
plotted
line.
mixed
temperature
a
30
erutarepmeT
with
is
or
to
use
when
impor tant.
are
1
10
2
mm
number
in
A
1
3
cm.
number
that
contains
both
35
ni
data
that
items
measuring
object.
C°
graph
small
for
dimension
There
graph
unit
Road
cm
line
A
whole
number
and
a
fraction.
25
3
20
Example:
2
4
15
10
5
0
multiple
10:00
12:00
02:00
04:00
06:00
am
pm
pm
pm
pm
whole
The
number
result
by
of
multiplying
another
whole
a
par ticular
number.
Time
litres
the
or
L
A
capacit y
unit
of
for
larger
Example:
10,
multiples
of
The
capacit y
of
is
8
and
10 0
are
all
doubles
A
way
to
add
two
nearly
this
identical
bucket
20
5.
containers.
near
Example:
15,
measuring
numbers
by
using
known
doubles
litres.
facts.
mass
How
heav y
an
object
is.
Example:
net
a
Example:
metre
the
or
m
length
of
A
of
milligram
mass
4.5
or
kilograms
unit
larger
mg
lighter
for
4.5
3D
A
at
A
unit
or
for
to
measuring
is
use
when
the
+
1
when
=
9
folded
up
makes
accuracy
0
A
line
placed
unit
or
A
line
10
number
to
show
to
help
20
on
which
numbers
can
capacit y
30
their
with
40
sentence
order
50
A
in
our
number
calculations.
60
way
70
to
80
90
100
record
for
calculations
measuring
that
4
impor tant.
mg
mL
+
the
2L
or
shape
4
measuring
system
millilitre
=
grams
be
70 0
5
objects.
items
measurements
+
shape.
number
of
4
of
using
numbers
and
mathematical
smaller
1L
symbols.
containers.
10 0 0
144
mL
is
1
litre
Example:
23
+
7
=
30
OX FOR D
U N I V E RSI T Y
PR E S S
numeral
A
represent
a
gure
or
symbol
used
to
parallelogram
number.
Examples:
1
numerator
–
each
one
The
2
top
–
two
number
3
in
–
pair
of
A
four- sided
opposite
sides
is
shape
where
parallel.
three
a
3
fraction,
which
shows
how
many
dealing
with.
4
pieces
you
are
pat tern
of
obtuse
a
right
18 0
angle
angle
An
or
90
angle
that
degrees,
is
but
larger
repeating
design
or
sequence
numbers.
Example:
than
smaller
A
than
Shape
pattern
degrees.
Number
pattern
pentagon
with
per
right
ve
cent
A
2D
2,
4,
6,
8,
10,
12
shape
sides.
or
%
A
fraction
out
of
10 0.
angle
62
or
Example:
10 0
oc tagon
A
2D
shape
62
with
eight
odd
number
out
of
10 0
sides.
A
number
that
cannot
be
is
divided
equally
Example:
5
into
and
also
62%.
2.
9
are
odd
perimeter
The
7
distance
m
numbers.
around
shape
operation
A
mathematical
process.
the
or
outside
of
6
a
area.
5
basic
operations
are
addition,
Example:
subtraction,
Perimeter
m
=
10
multiplication
and
m
The
3
four
m
7
division.
m
+
5
m
6
m
+
10
m
+
m
3
y
m
6
+
=
31
m
5
origin
The
point
on
a
4
3
pic tograph
A
way
of
representing
data
using
2
Car tesian
plane
where
the
x
x - axis
and
y - axis
1
intersect.
2
3
pictures
so
that
it
is
easy
to
understand.
4
–1
–2
Example:
Favourite
juices
in
our
class
–3
origin
– 4
–5
– 6
outcome
The
result
Example:
The
roll
are
a
dice
parallel
lines
distance
apar t
of
a
possible
1,
2,
3,
Straight
and
parallel
so
4,
chance
outcomes
5
or
lines
will
parallel
experiment.
if
you
6.
that
never
are
the
same
cross.
not
place
value
The
on
place
a
its
M
2
OX FOR D
U N I V E RSI T Y
PR E S S
value
of
a
digit
depending
parallel
in
H
Th
number.
T
Th
Th
H
T
O
2
7
4
8
2
7
4
8
6
2
7
4
8
6
3
7
4
8
6
3
1
145
y
polygon
A
closed
2D
shape
with
three
or
quadrant
A
quar ter
6
of
5
4
more
straight
sides.
a
circle
or
one
of
the
four
3
2
quar ters
on
a
Car tesian
x
–5
– 4
–3
–2
–1
1
2
3
4
–1
plane.
–2
– 4
–5
polygons
not
polygons
quadrant
polyhedron
with
at
(plural
polyhedra)
A
3D
shape
quadrant
faces.
quadrilateral
polyhedra
not
radius
polyhedra
of
power
of
number
is
The
number
multiplied
by
of
times
a
or
4
×
4
4
reec t
itself.
or
×
is
4
to
the
power
of
The
circle
to
2D
distance
its
shape
from
with
the
circumference
four
sides.
centre
or
edge.
par ticular
3
Example:
a
Any
To
turn
ver tically.
a
Also
shape
known
over
as
horizontally
ipping
3
ver tical
4.
horizontal
reection
reection
prime
number
factors
–
1
and
A
number
itself.
The
that
rst
has
four
just
two
prime
re ex
numbers
are
2,
3,
5
and
18 0
prism
same
A
3D
shape
shape
and
angle
An
with
parallel
rectangular
bases
side
of
and
36 0
degrees
Example:
1
1
÷
rhombus
prism
prism
prism
the
Example:
chance
or
or
likelihood
outcome
There
is
a
1
same
spinner
protrac tor
will
land
in
8
2D
length
=
2
after
dividing
four
sides,
r1
shape
and
over
with
opposite
sides
all
of
parallel.
of
chance
on
angle
An
angle
of
exactly
90
degrees.
red.
An
9 0º
100
80
1
0
7
90
used
1
to
1
1
0
80
100
instrument
A
5
left
occurring.
right
this
between
size.
amount
another.
hexagonal
The
An
by
rectangular
event
in
number
triangular
par ticular
is
faces.
one
a
that
the
remainder
probabilit y
angle
7
.
7
0
0
0
1
2
0
3
1
5
0
0
3
1
of
angles
degrees.
9 0º
3
0
size
arms
0
0
2
1
2
0
6
1
01
07
01
in
1
the
07
measure
0
081
right-angled
vertex
one
pyramid
A
3D
shape
with
a
2D
shape
as
angle
is
triangle
exactly
90
A
triangle
where
degrees.
a
9 0º
base
and
triangular
faces
meeting
at
a
point.
rotate
square
146
pyramid
hexagonal
Turn
around
a
point.
pyramid
OX FOR D
U N I V E RSI T Y
PR E S S
rotational
symmetr y
once
symmetr y
if
while
it
ts
being
into
A
its
turned
shape
own
has
outline
around
a
rotational
at
xed
least
skip
backwards
centre
p o s i tion
Bac k
to
×
the
by
Counting
the
same
for wards
number
or
each
time.
Examples:
point.
1s t
counting
Skip
counting
by
ves:
5,
10,
Skip
counting
by
twos:
1,
3,
To
a
15,
20,
25,
30
s t ar t
5,
7,
9,
1
1,
13
×
•
•
×
•
×
•
slide
•
move
shape
to
a
new
position
×
without
ipping
or
turning
it.
Also
known
as
translate
2n d
round/rounding
another
easier
number
to
work
To
that
the
change
is
close
a
to
number
it
to
to
make
it
with.
229
rounded
p o s i tion
up
to
nearest
10
can
rounded
the
OR
down
nearest
10 0
split
way
to
represent
large
areas
on
round.
involves
Example:
1
cm
scalene
triangle
no
sides
are
no
angles
the
are
A
lines
=
5
A
to
shape
that
is
A way to solve number problems
splitting
make
Example:
maps
20
by using ratios of smaller to larger measurements.
radius
per fectly
strategy
value
sec tor
3D
to
that
A
A
numbers
up
using
place
200
230
scale
sphere
be
+
10
them
21
+
1
+
+
easier
14
4
to
work
with.
=
=
35
m
triangle
same
length
where
and
+
=
+
+
+
=
equal.
section
and
an
of
a
circle
bounded
by
two
arc.
2
square
centimetre
or
cm
1
A
unit
for
measuring
the
area
cm
of
arc
smaller
objects.
It
is
exactly
1
cm
1
radius
sector
lines
long
and
1
cm
cm
wide.
2
square
for
measuring
spaces.
semi- circle
Half
a
circle,
bounded
by
an
a
diameter
It
is
or
the
m
A
area
of
exactly
1
m
unit
larger
long
1
m
and
arc
1
and
metre
m
wide.
1
m
line.
semi-circle
square
being
number
multiplied
The
by
result
itself.
The
of
a
number
product
can
be
arc
represented
as
a
square
array.
2
Example:
diameter
3
×
3
or
3
=
9
line
straight
18 0
angle
degrees
in
An
angle
that
is
exactly
size.
18 0 º
similar
whose
size
the
shapes
angles
even
sides
OX FOR D
remain
when
have
U N I V E RSI T Y
Shapes
the
same
lengths
been
PR E S S
the
of
changed.
147
strategy
A
way
mathematics,
one
strategy
Example:
Jump
to
you
to
can
get
32
+
solve
often
the
27
a
=
problem.
use
right
In
more
tessellation
than
formed
answer.
by
together
A
pattern
shapes
without
that
any
gaps.
59
strategy
thermometer
measuring
32
52
42
Split
strategy
30
2
+
+
20
+
7
=
30
+
20
53
54
+
55
2
56 57
+
58
7
The
from
taking
another
away
number.
of
instrument
for
59
=
59
one
Also
An
temperature.
three - dimensional
subtrac tion
number
t
A
known
as
shape
that
dimensions
has
–
or
3D
three
length,
width
subtracting,
take
minus.
also
away,
difference
between
and
width
and
depth.
depth
See
vertical
subtraction
3D
shapes
are
not
at.
length
Example:
sur vey
A
5
take
way
information
by
of
away
2
is
collecting
asking
3
data
or
questions.
time
line
time
with
2 9 Januar y
S chool
Strongly
A
visual
representation
signicant
events
of
marked
a
period
in.
2 5 March
19 May
2 8 June
3 – 6 August
E as t er
S chool
Mid - ye ar
C amp
holiday s
pr o duc tion
holiday s
s t ar t s
of
17 December
S chool
 nishes
agree
Agree
translate
To
move
a
shape
to
a
new
position
Disagree
without
Strongly
ipping
or
turning
2D
shape
it.
Also
known
as
disagree
slide
symmetr y
has
a
A
symmetr y
mirror
image
shape
when
of
or
pattern
one
the
side
is
other.
trapezium
table
A
way
information
to
that
organise
uses
only
columns
Flavour
and
Number
Chocolate
of
one
A
set
of
parallel
with
four
sides
and
lines.
rows.
people
12
triangular
Vanilla
7
Strawberry
8
organised
number
into
a
A
number
triangular
that
shape.
can
The
be
rst
four
are:
tally
marks
A
way
of
keeping
countthatusessingle
lines
with
ever y
fth
line
t wo - dimensional
crossed
to
make
a
A
term
A
number
in
a
series
or
at
The
sixth
term
in
shape
that
2D
has
width
pattern.
two
Example:
or
group.
this
pattern
is
18.
dimensions
length
and
–
width.
length
3
148
6
9
12
15
18
21
24
OX FOR D
U N I V E RSI T Y
PR E S S
turn
Rotate
unequal
around
Not
Example:
a
having
Unequal
volume
point.
the
same
size
size
or
Unequal
value.
numbers
whole
How
much
something
is
much
space
Example:
This
a
of
All
volume
of
Example:
width
value
How
an
A
The
4
item
whole
shor test
an
object
object
takes
up.
has
cubes.
or
group.
shape
A
dimension
whole
of
a
group
shape
or
wor th.
object.
Also
known
as
breadth
Example:
This
coin
ver tex
edges
as
a
is
wor th
(plural
of
a
5c.
This
coin
The
point
ver tices)
shape
or
object
meet.
is
wor th
where
Also
$1.
two
known
corner
x-axis
corner
The
coordinates
horizontal
or
values
reference
on
a
graph
Favourite
straight
At
up
a
and
right
angle
to
the
horizon
elpoep
ver tical
or
down.
map.
sports
16
12
10
rebmuN
line
or
showing
14
fo
vertical
line
8
6
4
2
0
Rugby
Foot-
Basket-
ball
ball
horizon
ball
Sport
x-axis
y-axis
The
coordinates
ver tical
or
reference
values
on
a
graph
Favourite
ver tical
addition
A
way
of
O
3
6
2
1
y-axis
recording
value
columns
make
that
lined
calculation
up
place -
ver tically
+
5
easier.
subtrac tion
recording
the
subtraction
A
so
way
that
of
the
7
T
O
5
7
2
1
rebmuN
ver tical
are
so
fo
to
addition
columns
are
lined
up
–
map.
sports
14
12
10
8
6
4
2
0
Cricket
place -value
or
showing
16
elpoep
T
line
Soccer
Net-
Rugby
ball
Foot-
Basket-
ball
ball
Sport
ver tically
OX FOR D
to
make
U N I V E RSI T Y
PR E S S
calculation
easier.
3
6
149
ANSWERS
2
UNIT
1:
Guided
Topic
a
80
241:
trees
planted
3
Teacher:
practice
b
38
633:
c
31
17:
d
322
aerobics
dogs
the
to
must
50
52
sdnasuoh T
sderdnuH
sneT
senO
0
0
0
0
20 000
5
0
0
0
5000
3
0
0
300
8
0
80
4
4
neT
sdnasuoht
derdnuH
sdnasuoht
a
2
000:
c
e
10
102:
percussion
f
10
021:
bells
a
9307
a
two
b
b
thirteen
25
if necessary.
g
1
19
h
1
1
986:
i
3868:
967:
34
046
eight
conga
student
000
000.
Using
start
each
with
of
that
either
51
other
3
the
round
000
or
digits
the
possible
numbers
are
51
in
269,
51
296,
51
629,
51
692,
51
926,
51
962,
52
169,
52
196,
52
619,
52
691,
52
916,
52
961.
( The
line
c
hundred
102
and
line
dancing
salsa
dancing
309:
advertising
1:
actual
population
was
51
962.)
sign
Topic
2
701
Guided
thousand,
the
numbers
using gaps
UNIT
e
3
way
The
instruments
number
d
2
the
list.
scarf
Write the
j
b
at
organises
turn,
1
Look
1
practice
sixty
1
thousand,
four
hundred
c
Now I need to:
Answer
250 + 250 = 500
add 2 more
502
thousand,
seven
a
150 + 160
150 + 150 = 300
add 10 more
310
b
126 + 126
125 + 125 = 250
add 2 more
252
c
14 00 + 1450
14 00 + 14 00 = 2800
add 50 more
2850
hundred
ve
Independent
1
Find a near-double
252 + 250
e.g.
twenty- eight
and
Problem
and
sixty-ve
practice
a
3000
b
8000
d
100
e
500
a
fty-three
000
c
20
000
2
2
thousand,
two
hundred
Problem
Expand the numbers
Join the par tners
252 + 250
200 +
200 + 200 +
Answer
and
e.g.
+
+ 200 +
+
+
= 500 + 2
502
seven
b
forty- eight
c
twenty-nine
thousand
and
thousand,
ve
four
hundred
a
66 + 34
60 + 6 + 30 + 4
60 + 30 + 6 + 4 = 90 + 10
100
b
14 0 + 230
100 + 4 0 + 200 + 30
100 + 200 + 4 0 + 30 = 300 + 70
370
c
1250 + 2347
1000 + 200 + 50 + 2000 + 300 + 4 0 + 7
1000 + 2000 + 200 + 300 + 50 + 4 0 + 7
3597
and
twenty-ve
d
e
one
hundred
and
thirty-ve
two
hundred
and
eighty-four
three
ve
3
hundred
hundred
and
and
thousand,
ninety-nine
thousand,
3
a
What
is
+
80
seventeen
a
86
231
b
142
000
c
656
d
105
921
4
25
790
5
a
20
000
+
5000
+
100
+
20
+
3
b
60
000
+
3000
+
300
+
80
+
2
c
6000
d
100
105
+
84?
+
b
1
158
+
105
+
Independent
+
84
=
125 8
189
7
+
20
000
+
5000
+
300
000
+
60
000
+
90
+
976
531
b
136
795
c
796
531
d
351
679
c
236
356;
two
thousand,
154
009;
hundred
three
one
thousand
Extended
+
505?
+
Answer:
1
158
+
130
=
12 8 8
5
2 924
1288
+
80
+
Using rounding
1
Answer:
2424
+
505
=
2 92 9
2929
and
and
hundred
hundred
Student
may
choose
a
different
strategy
Now I
Problem
Answer
to
the
one
suggested.
to
ask
students
Teachers
may
wish
need to:
56 + 41
56 + 4 0 = 96
add 1
group)
b
25 + 69
25 + 70 = 95
take away 1
94
c
125 + 62
125 + 60 = 185
add
187
d
136 + 198
136 +
200 = 336
e
195 + 249
195 + 250 = 4 45
2
take away 2
334
take away 1
444
3
nine
practice
f
1238 + 501
1238 + 500 = 1738
1
Number of dogs on a dog
Spain
People salsa dancing
to
add 1
how
they
arrived
at
one
or
the
two
of
the
a
134
b
125
c
371
d
2409
e
2950
f
2566
Students
may
choose
to
the
one
suggested.
to
ask
students
to
a
different
Teachers
explain
strategy
may
(perhaps
wish
to
the
1739
how
they
arrived
at
one
or
two
of
the
16 45 + 2000 =
g
16 45 + 1998
number
USA
(perhaps
answers.
Record
Activit y
explain
answers.
fty-six
fty-four
to
97
thirty-six
and
and
a
group)
Place
2424
500
4
a
d
is
+
practice
it becomes:
6
What
24 4
18 9
2
000
800
c
30
4
1
e
130?
10 0
115 8
18 5
Answer:
+
is
+
10 5
308
What
4
take away 2
36 4 3
36 4 3
a
163
b
21
1
c
2035
d
3906
3117
walk together
4
3 868
Problem
Expand the numbers
Join the par tners
Answer
together
e.g.
Poland
People ringing bells together
Hong
People playing percussion
Kong
instruments together
10 102
Singapore
People line dancing together
11 967
Por tugal
People making a human
34 309
adver tising sign
Mexico
People doing aerobics at the
125 + 132
100 +
a
173 + 125
100 + 70 + 3 + 100 + 20 + 5
+
+ 100 +
+
100 + 100 + 70 + 20 + 3 + 5
100 +100 +
+
+
+
298
257
b
124 0 + 2130
1000 + 200 + 4 0 + 2000 + 100 + 30
1000 + 2000 + 200 + 100 + 4 0 + 30
3370
5000 + 100 + 20 + 5 + 1000 + 200 +
5000 + 1000 + 100 + 200 + 20 + 30 +
c
5125 + 1234
30 + 4
5 + 4
7000 + 100 + 10 + 4 + 2000 + 300 + 60 + 5
7000 + 2000 + 100 + 300 + 10 + 60 + 4 + 5
2000 + 500 + 60 + 4 + 4 000 + 200 +
2000 + 4 000 + 500 + 200 + 60 + 30 +
30 + 6
4 + 6
10 021
d
7114 + 2365
e
256 4 + 4236
6359
9 479
6800
38 633
same time
5
India
Trees planted by a group in
80 241
USA
People in a conga line
119 986
England
The longest scar f ever
322 000
one day
Teachers
may
wish
explain
(perhaps
arrived
at
some
to
of
to
ask
the
the
students
group)
how
to
they
answers.
a
903
b
2980
c
6027
d
4998
e
3501
f
1483
g
4998
h
5490
knit ted (cm)
150
OX FOR D
U N I V E RSI T Y
PR E S S
Extended
1
practice
UNIT
a
2200
b
1500
c
4800
d
4500
e
8900
f
2200
g
600
h
200
000
a
3700
b
300
m
c
800
a
$1
b
The
1:
Topic
Guided
000
4
practice
1
2
3
UNIT
m
km
(800
000
ball
(99c
rounds
1:
Guided
1
Topic
m)
to
Problem
Using rounding it becomes
Now I need to:
a
5 3 – 21
5 3 – 20 = 33
take away 1
b
85 – 28
85 – 30 = 55
add 2
c
167 – 22
167 – 20 = 147
take away
3
d
14 6 – 198
34 6 –
add 2
14 8
e
1787 – 390
1787 – 4 00 = 1387
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131
b
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324
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323
d
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16
160
80
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20
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100
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30
300
150
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e
25
250
125
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42
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48
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13
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152
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130
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720
5
6,
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8,
12,
16,
27
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18,
78,
514,
1000,
16,
18,
16,
20,
24,
28,
32,
1234,
990
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2
a
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b
4,
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8,
2,
12,
6,
16,
10,
20,
etc.)
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should
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32,
36,
36,
as
4
times
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32,
40,
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56,
64,
72,
3
80
14,
21,
28,
35,
42,
49,
56,
63,
70
5,
10,
15,
20,
25,
30,
35,
40,
45,
50
4
5
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Teacher
1
12,
to
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that
620,
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is
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multiple
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15
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2,
4,
8,
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d
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252
40
b
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36
36
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32,
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3,
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69
84
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2
3
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24,
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6,
50,
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to
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2
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40
2
÷
2
4
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÷
=
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and
24
10 0
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+
2
=
same
42
as
÷
10 0
÷
4
4
÷
2
÷
5
4
24
÷
4
=
=
25
So
124
6
122
÷
÷
2
4
and
22
10 0
÷
is
=
25
the
+
6
=
same
31
as
÷
10 0
2
2
22
÷
2
=
=
50
So
122
11
14 5
÷
÷
5
2
and
45
10 0
÷
is
=
50
the
+
11
same
=
as
61
10 0
÷
5
5
45
÷
5
=
=
20
So
14 5
9
÷
5
=
20
+
9
=
29
some
practice
students
c
32,
40
this
written
strategy
may
the
problems
using
and
choose
solve
to
mental
some
bypass
or
all
of
strategies.
40
a
14
b
e
24
f
j
18
c
12
g
29
k
17
d
13
19
h
19
its
digits
is
divisible
by
i
14
a
1
17
b
12
l
e
1
16
f
13
3.
1
12
c
217
d
425
318
g
1
17
h
1
14
21;
1
15
k
215
l
9324
common
a
Teacher
1,
2,
3,
2,
3
and
6,
9,
last
check,
…
because
it
…
because
the
is
by
c
…
because
it
d
…
because
all
check,
75,
85,
is
e.g.
46
The
and
last
you
number
can’t
in
i
337
j
m
126
n
a
87
an
of
4
out
of
46
so
the
whole
not
divisible
by
b
Yes
c
Because
d
the
by
sum
of
the
digits
(12)
3.
2
4
1
All
2
Divisible
does
not
of
them
end
in
a
are
only
divisible
by
3:
15,
by
45,
6,
2
and
of
5
end
in
zero
3
Divisible
only
Divisible
by
a
Teacher
by
4:
both:
20,
4 8,
4 4,
72,
76,
92
to
check,
e.g.
number
divisible
b
PR E S S
1,
2,
3,
48
d
1
14
34
e
22
f
67
g
52
j
47
k
m
98
a
14
r1
d
13
r2
g
1
16
54
h
85
57
l
93
n
79
b
e
o
25
92
r1
1
15
p
c
r3
15
f
99
r2
r2
6
by
and
the
h
1
1
1
r5
i
317
55
r1
r2
j
45
r5
k
66
r1
l
m
41
r6
n
43
r
7
o
p
99
r1
55
r2
68
r3
96
Because
it
is
sum
of
the
practice
an
1
even
5
c
i
Extended
multiples
54
3.
81
is
zero
b
practice
number
digits
p
is
72
the
4 49
4.
100
divisible
of
o
number
3
56
even
sum
1
13
18;
3
U N I V E RSI T Y
224
make
48
49,
63,
digits
e.g.
b
divisible
to
two
6
56
42,
a
or
2
7
factors
40,
24,
21,
OX FOR D
÷
20
3
39
of
Extended
6
=
=
range.
factors
is
15,
3
3
31
groups
a
60
3
2
are
common
5
÷
Independent
the
12:
3
34
2,
7
actors
d
=
as
the
27)
6
c
4
by
2
are
+
same
are
divisibility
1
b
30
25)
2,
3,
(1,
1,
=
the
4.
Note:
2,
2
is
18
1
1,
÷
412
learning
Independent
a
÷
30
4
16
2
3
2
a
f
28
÷
of
practice
able
d
60
table)
40
7
,
25
as
40
20
h
c
same
1
18
30
g
13,
=
3
9
÷
So
number
2
the
2
=
÷
80
9
e
3,
2
2
69
9
d
4
1,
10
practice
(Students
a
is
÷
So
4
1
1
2
8
÷
60
96
6
7
8,
Topic
practice
÷
and
96
Packs of 1, 2, 4, 5, 10, 20, 25, 50 or 100
UNIT
d
1,
f
the
20.
practice
1,
8,
of
8
e
4,
that
multiples
can
oval,
km.
g
e
and
who
left
nally
Guided
2
oval
contains
the
25
and
1
right
in
28
c
Guided
the
4
trips.
2
The
in
area
students
of
practice
a
such
there
for
return
and
A
5
Look
multiples
20
9
1
and
of
overlapping
30
Guided
choose
check.
place
it.
the
of
6,
30
Common
that
problem.
students
to
double
the
then
the
4,
28,
3,
3:
use
they
2,
26,
than
students
2:
digits
a
19
r2
b
24
c
24
r1
d
55
is
r1
3.
and
9
153
3
2
Students’
who
use
own
answers.
remainders
Look
for
students
appropriately
and
2
1
a
3
4
1
1
7
donuts
can
be
easily
e
f
cannot)
and
that
and
cents.
check
shading
4
c
6
3
5
7
h
7
d
i
5
dollars
(or
1
whole)
e
3
8
10
8
be
divided
into
dollars
5
2
4
3
10
4
8
6
3
3
3
each
1
2
4
2
4
marbles
each
and
one
is
left
4
a
2
,
5
b
3
5
5
1
6
7
,
5
10
10
10
10
1
3
9
1
1
1
1
1
8
5
4
2
3
3
3
3
3
10
8
6
4
3
4
1
a
or
8
1
8
d
2
b
8
or
1
6
6
$6.50
3
2
2
2
2
5
The
average
is
161
÷
6
=
26
r5
a
8
6
5
+
=
4
10
a
2
5
may
opt
to
round
up
5
7
a
number,
and
this
could
be
a
2
2
4
strategies
that
to
solve
the
the
problem.
b
1
4
–
8
7
=
8
2
a
or
8
>
8
5
2
i
4
6
1
d
5
13
or
2
1
10
3
6
3
e
>
10
or
5
4
6
=
8
2
c
<
2
3
5
b
4
5
f
8
h
5
6
1
4
2
2
<
4
f
10
3
students
6
choose
6
=
6
1
e
6
10
the
1
1
c
8
3
>
g
for
3
>
4
point.
9
Look
=
4
7
useful
3
b
1
b
8
d
discussion
1
<
4
the
4
3
6
Students
3
or
3
26.83.
1
2
e
3
6
e
10
over
10
c
10
2
5
1
1
b
8
d
9
b
c
c
3
6
a
1
a
8
8
3
can
7
b
5
2
4
marbles
to
a
split
g
(whereas
Teacher
4
5
that
2
c
8
d
recognise
1
b
who
6
Having
3
a
2
and
b
8
4
Extended
8
practice
3
found
the
average
number
per
class
to
c
Student
draws
a
diamond
at
1
8
be
around
26,
students
could
Teacher
7
Teacher
to
check
and
to
decide
on
level
1
of
3
a
+
total
of
the
numbers
check
shading
shown
from
4
4
=
6
the
to
subtract
1
b
6
6
4
+
2
=
10
+
5
6
=
10
10
10
the
accuracy.
5
number
in
the
six
classes
(161
–
51).
2
The
4
a
(or
equivalent)
b
10
a
total
of
the
four
remaining
classes
Student
should
be
1
10.
Appropriate
might
24
+
+
to
split
class
into
8
approximately
equal
d
4
10
sizes
1
9
f
e
27
29
+
30,
but
there
b
are
other
equivalent)
9
c
parts.
be
(or
6
the
3
rectangle
therefore
attempt
should
Student
shades
two
8
6
7
g
1
(or
any
equivalent
1
8
parts.
possibilities.
c
1
or
4
or
1
whole
h
6
fraction).
8
4
4
a
$33.33
the
to
(Students
gure
to
reection
may
choose
$33.35
but
that
total
the
this
to
round
should
would
lead
need
Extended
1
be
$100.05
for
each
person
to
a
Students
amount.
A
simpler
solution
might
to
take
$33.30
each
and
10c
put
in
split
and
the
that
the
guide
rectangle
divide
the
2:
Topic
3
into
rectangle
at
the
a
4th
charity
see
UNIT
will
twelfths
be
should
receive
marks
that
practice
to
and
8th
marks.
box!)
Guided
practice
1
b
Students
shade
of
the
rectangle.
2
3
1
a
,
0.02
10 0
b
Depending
on
the
way
the
student
splits
1
4
c
and
(or
3
the
$100,
an
appropriate
way
of
equivalent
fractions).
7
12
b
having
70
,
tenths,
0.7
10
2
$33.30
could
1
1
be
1
×
$20,
×
20c
1
×
9
$10.
1
3
1
3
7
4
8
2
4
8
c
0
×
$2,
×
$1,
1
and
1
×
9
,
hundredths,
1
0.09
10 0
10c
26
d
26
hundredths,
,
0.26
,
0.89
10 0
1
5
32
(3000
÷
96
=
31
r1,
31.25
or
31
,
3
so
Students’
own
answers.
Look
for
students
89
4
e
32
boxes
are
who
needed)
demonstrate
sizes
by
meet
UNIT
2:
Topic
4
1
is
for
teachers:
questions,
In
students
answering
could
some
choose
to
of
the
criteria
to
the
selecting
of
that
paper
89
hundredths,
fraction
fractions
10 0
that
2
Student
shades
as
follows:
given.
a
any
40
squares
b
any
4
c
any
15
squares
d
any
70
e
99
3
a
0.3
4
a
check.
unlikely
fold
Note
accurately
Teacher
It
understanding
the
more
student
will
than
times.
six
be
able
to
b
0.23
equivalent
value,
e.g.
c
0.03
the
One
write
1
of
squares
squares
fold
will
divide
the
paper
into
6
halves.
77
3
instead
c
10 0
10 0
1
of
2
8
b
10
fractions
squares
Two
folds
will
divide
the
paper
into
6
s
4
Independent
practice
1
Three
Guided
folds
will
divide
the
paper
into
s
practice
8
4
1
a
0.004
10 0 0
1
1
1
Four
1
a
b
one
folds
will
divide
the
paper
into
s
16
fth,
6
13
5
b
0.13
c
0.124
1
1
c
one
1
third,
d
one
Five
folds
will
divide
the
paper
10 0 0
into
s
eighth,
3
32
124
8
1
Six
2
Student
folds
will
divide
the
paper
10 0 0
into
shades:
s
64
2
1
a
3
parts
b
3
Seven
parts
folds
will
divide
the
paper
into
a
0.125
b
0.008
c
0.087
d
0.002
d
0.022
e
0.099
s
12 8
1
c
2
parts
e
5
parts
d
3
parts
Eight
folds
will
divide
the
paper
into
s
5
25 6
3
25 5
1
5
b
a
10 0 0
35
999
6
d
8
10 0 0
9
e
10 0 0
7
c
5
c
10 0 0
d
2
3
101
b
a
f
10 0 0
10 0 0
14
10
4
6 27
4
Student
UNIT
shades:
2:
Topic
2
3
5
a
0.01
>
0.001
b
=
0.003
10 0 0
a
3
triangles
b
5
circles
25
c
<
0.25
d
=
0.125
f
0.003
<
0.2
10 0 0
c
2
stars
d
4
hexagons
Guided
practice
125
e
6
10 0 0
Independent
practice
Teacher:
Allow
for
equivalent
fractions
in
any
<
0.01
10 0 0
or
2
g
all
1
0.02
>
h
1
j
0.052
>
0.999
10 0 0
answers.
a
19
1
2
3
4
5
5
5
5
2
0
1
1
a
2
1
quarters;
b
3
eighths;
4
2
+
8
52
<
i
3
0.19
=
10 0 0
10 0 0
=
8
8
999
k
2
b
c
4
fths;
1
2
3
4
5
6
7
8
9
10
10
10
10
10
10
10
10
10
0
2
+
5
4
=
5
2
d
5
sixths;
5
3
+
6
2
f
4
1
–
3
0.043
l
0.999
=
10 0 0
6
2
>
6
1
e
0.430
5
=
6
a
1
=
3
3
c
1
2
3
4
4
4
0
1
Independent
3
d
1
a
2
+
8
1
2
3
4
5
6
practice
5
=
8
2
b
8
1
+
5
5
1
8
8
8
8
8
b
3
=
5
7
0
8
0
8
2
c
1
+
6
3
=
6
2
d
6
1
–
4
0.0 4
0 . 01
0.0 5
0.0 6
0.0 9
0 .1
1
=
4
4
e
3
1
2
3
3
0
1
e
1
–
3
2
=
3
c
3
0
0.0 0 5
0.0 07
0.0 0 8
0 . 01
f
1
2
3
4
5
6
6
6
6
6
0
1
g
1
0
1
2
154
OX FOR D
U N I V E RSI T Y
PR E S S
7
a
0.1,
b
0.02,
0.2,
0.4,
0.5,
c
0.001,
0.002,
d
0.002,
0.02,
4
0.9
a
Student
shades
50
squares.
3
Description
Quantit y
Price per
Cost
1
0,03,
0.04,
0.06,
0.004,
is
0.07
the
same
as
50%
2
0.007
,
0.008
b
kilogram
Student
shades
25
squares.
Apples
5 kg
$ 4.00
$20.00
Pears
5 kg
$1.50
$7.50
Oranges
5 kg
$ 3.00
$15.00
Bananas
5 kg
$2.00
$10.00
Grapes
2.5 kg
$10.00
$25.00
1
0.1,
0.2,
0.3
is
the
same
as
25%
4
e
0.1,
f
0.005,
0.1
1,
0.15,
0.2,
0.22
c
0.05,
0.055,
0.5,
Student
shades
75
squares.
3
0.555
is
the
same
as
75%
4
2
Extended
practice
5
a
,
0.03,
20%
10 0
1
a
0.1
(Accept
interesting
0.10.
This
could
discussion
prove
point,
an
b
0.05,
particularly
c
when
decimals
are
used
with
6%,
1
55
2
10 0
0.5
5%,
Total:
$77.50
10% discount if you pay by tomorrow.
$7.75
money.)
Discount:
1
b
0.045
d
0.04,
e
0.07
,
,
40%
4
Discounted total:
$69.75
3
2
$0.05
70%,
4
11
3
a
$0.25
b
$0.08
c
$0.15
d
$0.75
e
$0.20
f
0.01.
4
$30.25
5
Choice
10%,
10 0
6
(Accept
$0.2.
This
could
Student
interesting
discussion
point
3
circles
red,
4
circles
3
circles
1:
Spoons
and
bowls.
100
spoons
blue
+
and
an
colours
prove
100
bowls
will
cost
$5.50
plus
$22.00
=
yellow.
$27
.50,
when
making
a
total
outlay
of
$97
.25.
7
7
students
f
complete
$0.80
4
2.9
5
a
×
3
g
question
$1.15
,
0.7
,
8
$2.20
Student
the
b
$5.75
$8.10
e
c
nal
9
Student
diamonds
and
diamond
3
red,
diamonds
half
green
2
yellow
and
would
Choice
half
and
+
white.
100
2:
generate
Spoons
cups
$22.00,
will
a
prot
of
and
cups.
100
cost
making
a
$5.50
total
$52.75.
plus
outlay
spoons
$16.50
of
=
$91.75.
10
a
colours
10
beads
red,
5
beads
prot
blue
would
therefore
be
greater
The
($58.25).
$13.85
5
Topic
4
beads
Student
3
2:
blue
4
$13.20
and
UNIT
This
colours
diamonds
=
$7
.90
d
70%
10
4.)
h
yellow.
colours
5
beads.
6
The
7
$5.00
GST
+
is
$2
and
$20.00
=
the
total
$25.00
is
$22.00
before
GST.
GST
15
b
(
4
)
,
0.75,
75%
are
white
amount
is
$2.50
making
a
total
of
$27
.50
20
Extended
8
practice
Furniture World
Note:
Teacher
to
decide
the
extent
1
equivalent
fractions,
such
to
which
1
10
as
for
,
10
Item
are
%
Fraction
Number
Item
Quantit y
Table
1
Unit price
$120.00
Chairs
4
$20.00
Cost
10 0
of fered
expected
in
this
topic.
Box of 20
Guided
practice
1
3%
1
50%
a
$120.00
10
2
$80.00
donuts
9
a
0.03,
b
,
0.09,
Price of goods
9%
$200.00
10 0
1
c
Pack of 50
3
,
0.1,
10%
d
,
10
0.3,
1
10%
b
30%
5
GST (10%)
10
$20.00
10
pencils
95
99
,
e
0.95,
95%
f
,
10 0
0.99,
Total:
99%
Tin of 80
2
a
$220
10 0
1
25%
c
20
,
0.2,
20
4
cookies
20%
Furniture For You
10 0
Student
shades
any
20
squares.
Bag of 1000
15
b
d
,
0.15,
any
15
squares.
2
0.75,
Item
Quantit y
Table
1
Unit price
$130.00
Chairs
4
$21.50
Cost
marbles
shades
75
,
10
10 0
15%
10 0
Student
c
1
1%
a
50
cm
b
1
metre
c
2
metres
$130.00
$86.00
75%
10 0
Student
shades
any
75
squares.
any
55
squares.
55
d
,
0.55,
(100
cm)
(200
Total price of goods (including GST)
cm)
55%
10 0
9
3
Student
shades
Teacher
to
check.
beforehand
Independent
what
Students
they
could
predict
will
a
Furniture
b
Furniture
They
could
if
also
they
experiment
scale
a
to
shape
see
4 0%
5 0%
6 0%
$220
You:
less
$216
$22
less
=
$198.
$21.6 0
=
what
vertically
Extended
3 0%
For
happen.
$19 4.4 0
practice
happens
20%
World:
discuss
1
10 %
$216.00
70%
80%
practice
9 0%
0
1
by
a
different
scaling.
0 .1
0.2
0.3
0.4
0.5
0.6
0 .7
0.8
The
percentage
reporting
to
could
the
be
horizontal
done
1
$82
2
$20
($82
3
Practical
plus
10%
or
$8.20)
=
$90.20
orally
0.9
0
1
to
0
10
2
3
4
5
6
7
8
9
10
10
10
10
10
10
10
10
a
group
or
on
a
separate
piece
of
paper.
1
about
activity.
rounding
Discussion
and
on
what
could
to
do
be
if
held
an
2
Fraction
Decimal
Percentage
0.05
5%
0.25
25%
amount
UNIT
3:
Topic
such
as
$34
is
entered
giving
a
pre-
1
5
GST
a
total
of
($30.9090909).
10 0
Students
could
also
be
shown
that,
by
25
b
clicking
10 0
Guided
75
sign
c
0.75
75%
0.99
99%
and
dragging
downwards
on
the
+
practice
at
the
bottom
right
corner
of
cell
B2,
10 0
1
$150
2
a
$50
b
$75
amounts
can
be
entered
in
cells
A3,
A4,
and
99
d
10 0
9
e
0.9
c
$100
d
$125
3
a
$21.50
b
$43
c
$10.75
d
$107
.50
4
a
$215.00
b
$21.50
5
$42.50
so
90%
4
10
4
f
0.4
4 0%
0.1
10%
on.
$9.09
10
1
g
UNIT
10
c
4:
Topic
1
$193.50
2
h
0.02
2%
0.3
30%
10 0
Guided
3
i
Independent
10
practice
practice
1
j
1
1
100%
1
$7
.50
2
a
1
k
0.5
50%
0.01
1%
50%,
a
half,
0.5
b
$25
Position
1
2
3
4
5
6
7
8
9
Number
1
3
5
7
9
11
13
15
17
2
1
2
l
10 0
3
a
true
b
false
c
false
d
true
e
true
f
true
g
false
h
true
i
false
OX FOR D
U N I V E RSI T Y
PR E S S
a
Position
1
2
3
4
5
6
7
8
9
Number
100
98
96
94
92
90
88
86
84
Rule:
The
each
time.
numbers
decrease
by
two
155
c
b
Position
1
2
3
4
5
6
7
8
Start
of
1
1
1
Number
1
2
1
2
1
3
2
2
sticks
5
sticks.
by
5
for
Increase
each
new
the
number
7
pentagon.
Squares:
ask
31,
student
hexagons:
to
share
51.
the
( Teachers
strategies
could
they
1
4
3
2
with
9
4
2
used.)
2
Number of
Rule:
The
each
time.
numbers
increase
by
a
1
2
3
4
5
10
15
20
pentagons
half
Extended
practice
1
5
Number of
a
1
out
c
20
e
800
of
b
2
d
200
sticks
3
Number
12
15
Is it even?
YES ÷ 2
NO, –1, ÷ 2
6
a
Start
of
with
sticks
4
sticks.
by
3
for
Increase
each
new
the
number
(1000
–
200)
square.
2
Answer:
6
7
Is it even?
YES ÷ 2
NO, –1, ÷ 2
Number
Number of
of
1
2
3
4
4
7
10
13
1
2
3
4
5
6
7
8
9
10
4
8
12
16
20
24
28
32
36
40
cars
squares
Answer:
3
3
Is it even?
NO, –1, ÷ 2
NO, –1, ÷ 2
Answer:
1
1
Is it even?
NO, –1, ÷ 2
NO, –1, ÷ 2
Number
Number of
b
Start
of
Answer:
0
of
wheels
sticks
with
sticks
6
sticks.
by
5
for
Increase
each
new
the
number
3
hexagon.
a
100
b
400
c
1000
d
4000
a
200
+
2
spares
for
50
b
400
+
4
spares
for
100
c
1400
+
14
spares
for
350
d
5000
+
50
spares
for
1250
0
4
cars
=
202
Number of
1
2
3
4
cars
=
404
hexagons
4
a
4
b
6
cars
=
1414
Number of
6
11
16
21
cars
=
5050
sticks
Independent
1
practice
a
Term
1
2
3
4
5
6
7
8
9
10
Number
5
9
13
17
21
25
29
33
37
41
UNIT
4:
Topic
2
b
Term
1
2
3
4
5
6
7
8
9
10
Guided
1
Number
2
a
0.8,
1,
each
3
,
9.5
1.2,
9
1.4,
8.5
1.6,
8
1.8.
7.5
7
6.5
Increase
6
by
additions:
1
4
4
,
0.2
All
multiplications:
2
a
The
the
1
3
5
2
,
6,
6
4
yes
All
subtractions:
All
divisions:
6
60
÷
5
÷
2
7
12
+
2
+
12
8
15
÷
4
=
9
Multiple
answers
asked
use
no
5.5
time.
3
b
10
practice
All
answer
order
of
is
yes
the
the
same
if
numbers
you
for
no
change
addition
and
4
to
÷
15
possible.
calculators
to
Students
check
could
be
answers.
1
,
7
.
4
The
Look
multiplication.
numbers
for
students
who
use
a
variety
of
the
2
3
increase
by
each
time.
b
4
The
answer
change
the
is
not
order
the
of
same
the
if
four
you
numbers
Extended
22 (5 steps)
subtraction
and
to
balance
the
equations.
for
3
Number
operations
practice
division.
1
Is it even?
YES ÷ 2
Answer:
11
Is it even?
NO, –1, ÷ 2
Problem 1
Independent
1
Students
could
effective
strategies.
Answer:
5
Is it even?
NO, –1, ÷ 2
e.g.
Answer:
2
a
15
c
5
those
Is it even?
YES ÷ 2
Answer:
0
where
+
×
5
2
+
×
be
asked
14
discuss
are
are
found
37
b
23
+
7
+
19
=
49
140
d
4
25
×
13
=
1300
×
a
14 – 13 + 7 = 8
14 + 7 – 13 = 8
b
49
25 – 24 + 49 = 50
c
35 – 10 + 25 = 50
35 + 25 – 10 = 50
d
175 – 50 + 25 = 150
175 + 25 – 50 = 150
the
solutions
sums
=
=
to
Easiest
rounded
17
Students
could
be
asked
to
discuss
– 24 + 25 = 50
rst,
2
2
Problem 2
practice
Teachers
may
students
understand
wish
to
ensure
that
the
the
the
order
of
operations
problems.
before
4
a
Step
1:
50
÷
Step
2:
(25
2
=
they
a
10
&
10
b
18
&
18
c
5
&
÷
5)
the
activities.
÷
2
=
Step
3:
10
Step
4:
(5
Step
1:
(125
Step
2:
60
÷
2
=
30
Step
3:
30
÷
2
=
15
is
deliberately
missing
2
=
5
5)
÷
5
=
0
5)
÷
2
=
3
a
2
b
4
Note:
Accept
numbers,
b
–
3
c
variations
e.g.
26
–
14
using
5
a
4:
(15
Step
5:
(5
Increase
–
–
5)
5)
the
÷
÷
2
2
=
=
new
=
12
the
or
72
÷
9
=
8.
a
7 + 2 × 3 = 13
(7 + 2) × 3 = 27
b
10 – 8 ÷ 2 = 6
(10 – 8) ÷ 2 = 1
Multiplication and division
Addition
Subtraction
Multiplication
Division
sentence
sentence
sentence
sentence
c
15 ÷ 3 + 2 = 7
15 ÷ (3 + 2) = 3
d
10 × 5 + 15 = 65
10 × (5 + 15) = 200
5
of
sticks
by
4
a
14 + 12 = 26
26 – 12 = 14
9 × 8 = 72
72 ÷ 8 = 9
b
35 + 15 = 50
50 – 15 = 35
25 × 4 = 100
100 ÷ 4 = 25
for
diamond.
Teacher
of
Number of
1
2
3
c
22 + 18 = 4 0
4 0 – 18 = 22
15 × 10 = 150
150 ÷ 10 = 15
d
19 + 11 = 30
30 – 11 = 19
20 × 6 = 120
120 ÷ 6 = 20
problem,
then
12
Start
of
5
with
sticks
6
by
sticks.
6
for
Increase
each
new
check,
3
is
e.g.
means
Because
that,
multiplied
in
by
5
the
the
order
rst
the
answer
is
problem,
4
added
rst
and
is
to
4.
In
added
to
3
the
rst
and
16
sticks
b
the
second
Number of
8
to
operations
4
diamonds
4
Problem 2
same
0
number
5.]
4
3
each
from
Year
60
Addition and subtraction
Step
for
10
Problem 1
–
[“O”
5
BODMAS
–
complete
25
number
hexagon.
a
4
×
2
=
2
+
6
b
18
÷
–
c
16
÷
2
=
2
×
4
d
24
e
40
÷
2
=
4
×
5
f
9
g
2
h
50
i
30
×
7
=
8
+
6
×
=
14
2
–
2
=
20
3
=
3
36
=
+
+
÷
5
the
6
7
4
a
2
×
sum
multiplied
Teacher
4
×
$4
6
is
2
to
rst
twice
check,
would
and
by
5.
e.g.
Because
mean
this
did
that
not
doing
Tran
lost
happen.
Number of
1
2
3
4
÷
3
=
100
÷
b
10
–
4)
×
Teacher
(10
to
check
2
hexagons
5
scenario,
but
it
must
Number of
6
12
18
24
suit
the
sum
of
12
and
6
divided
by
3.
sticks
156
OX FOR D
U N I V E RSI T Y
PR E S S
2
UNIT
5:
Topic
d
b
centimetres
&
metres
c
centimetres
&
millimetres
d
metres
A
=
6
cm
2
,
B
=
4
cm
2
,
C
=
6
cm
1
2
Guided
&
Total
e
kilometres
the
Allow
+/–
4
mm
for
each
shape
(at
16
Student
practice
9
=
cm
to
area.
use
This
2
12
1
9
cm
2
a
8
cm
3
a
7
cm
b
4
cm
c
7
cm
a
2.2
cm
×
1.6
cm.
P
=
76
mm
b
2.7
cm
×
2.3
cm.
P
=
100
or
7
.6
+
2
1
mm
or
7
.1
cm
b
4
cm
5
mm
or
4.5
cm
c
6
cm
7
mm
or
6.7
cm
c
2.9
cm
×
1.6
d
1.5
cm
×
2
mm
or
Discuss
length
each
reasons
with
for
tolerance
students.
cm.
P
=
90
mm
or
10
9
Allow
in
+/–
+
2
cm
16
cm
2
=
16
cm
or
mm
or
3.7
2
cm
=
Student
to
area.
use
This
=
60
cm
mm
or
×
6
2.5
own
strategy
could
cm
for
Extended
&
2
cm
16
cm
12
cm
cm.
2
+
4
cm
+
8
cm
2
2
=
20
cm
=
20
cm
2
6
cm
3
mm
or
6.3
cm
c
9
cm
4
mm
or
9.4
cm
to
reasonable
cm
activities.
practise
The
main
level
of
drawing
aim
accuracy.
lines
is
UNIT
for
It
is
with
5:
Topic
3
a
doubtful
Guided
that
100%
accuracy
will
be
obtained
practice
and
3
1
teachers
check,
and
e.g.
Because
it
is
length.
a
cm
the
opposite
sides
are
discuss
the
b
12
3
b
2
this
cm
c
with
students.
Set
3
cm
c
8
cm
reasons
squares
could
be
3
available
for
these
2
tasks.
d
8
e
8
a
600
cm
mL
b
2
cm
L
c
300
mL
d
8
L
the
A
variety
14
18
to
cm
a
3
same
wish
4
3
made
rectangle
may
a
practice
for
to
or
2
cm
b
Teacher
nding
practice
Practical
students
Independent
for
be
measuring
0.1
1
7
8
cm
line.
cm
+
2
P
2
nding
2
cm
2
cm
the
1
for
be
cm
f
3
to
2
cm
2
a
strategy
likely
discretion).
8
4
own
is
teacher’s
16
cm
5
of
answers
mm,
14.5
are
cm,
possible,
145
mm
including
3
and
Answers
will
vary,
e.g.
a
milk
carton
cm
0.145m
Independent
3
a
4
Teachers
one
b
14
cm
(4
×
3.5
practice
cm)
4
The
total
length
of
the
line
should
be
3
1
will
probably
wish
to
have
further
15.5
cm.
This
could
also
be
written
a
10
cm
d
16
cm
3
b
12
cm
e
28
cm
3
discussions
perimeter
about
with
tolerance
students.
when
For
measuring
example,
155
we
allow
4
times
+/–
1
mm
for
each
mm
or
15
cm
5
2
Students
should
see
that,
since
the
Students
that
all
regular,
they
need
to
multiply
2.5
cm
×
2
cm.
P
=
9
cm
of
lines:
given
length
by
the
number
of
63
mm
or
6.3
cm
×
1.5
cm.
by
of
lines:
P
=
10
2.5
cm
square.
Number
d
2.5
cm
of
all
P
lines:
sides.
be
aware
prism
discovering
how
many
can
cubes
t
on
one
number
layer,
(the
and
nding
volume
of
a
multiples
single
b
264
c
1
14
mm
or
26.4
cm
by
the
total
number
of
layers).
In
2
mm
or
1
1.4
cm
=
10
words,
because
the
number
of
cubes
of
d
168
mm
or
16.8
e
175
mm
or
17
.5
cm
the
same
on
the
every
layer,
they
are
leading
1
P
lines:
is
cm
=
7
.5
cm
towards
the
formula
of
V
=
L
×
W
×
H.
cm
3
Number
of
layer
cm
other
c
stage
rectangular
sides.
multiplied
Number
this
a
cm
that
3.5
by
of
2
a
b
should
volume
found
will
Number
the
the
be
a
cm
shapes
side?
are
20
3
mm.
should
5
3
c
as
a
16
b
16
3
a
9
b
4
4
(See
3
cm
c
24
cm
c
36
cm
1
3
Students
will
hopefully
see
that
the
most
time-
UNIT
effective
way
was
to
measure
two
sides
5:
Topic
2
note
A
and
B
and
one
side
of
C
and
for
question
2,
above.)
Teacher
to
of
check,
Shapes
e.g.
because
the
box
will
hold
2
rows
D.
of
Guided
4
cubes.
practice
5
Centimetres
Millimetres
3
2
1
a
20
2
cm
b
25
5
2
cm
c
16
a
16
cm
c
32
cm
3
b
24
cm
d
40
cm
cm
3
a
2 cm
20 mm
b
7 cm
70 mm
2
d
16
a
8
d
18
2
cm
e
18
cm
b
12
cm
e
12
cm
2
2
2
cm
2
c
9 cm
90 mm
d
3.5 cm
35 mm
7.5 cm
2
rows
of
5
cm
10
rows
of
5
cm
Metres
c
3
d
14
cm
f
30
cm
15
b
3 L
3000 mL
c
9 L
9000 mL
d
5.5 L
5500 mL
e
2.5 mL
2500 mL
f
1.25 L
1250 mL
g
3.75 (0) L
3750 mL
cm
rows
of
7
cm
2
=
21
cm
Centimetres
2
a
2 m
200 cm
b
3 m
300 cm
2
e
15
cm
g
25
cm
2
2
Students
2
could
use
centimetre
2
c
2000 mL
2
=
2
6
millilitres
2 L
cm
2
3
litres
a
2
=
75 mm
b
7 m
a
10
cm
d
20
cm
g
36
cm
grid
overlays.
2
b
6
cm
e
28
c
15
cm
f
16
cm
700 cm
2
1
d
cm
practice
2
e
a
9
2
cm
Independent
1
6
2
c
3
2
2
cm
7
2
500 cm
m or 0.5 m
a
2350
b
0.35
mL,
2
L
400
2
mL,
2.5
L
1
L,
450
L
mL,
2
3
1
e
Students
could
be
asked
to
share
strategies
3
950 cm
m
9
c
1
d
20
2
L,
1.8
L,
1850
mL
4
for
nding
the
areas
with
their
peers
before,
1
during
7
Kilometres
or
after
this
mL,
200
L
mL,
4
activity.
Metres
2
a
a
2 km
2000 m
b
4 km
4 000 m
c
5.5 km
5500 m
12
2
cm
b
Extended
32
cm
8
D
9
a
(600
1
mL)
fruit
juice
Amount:
Teachers
may
wish
to
discuss
the
formula
the
area
of
a
rectangle
with
students
have
9.5 km
9500 m
e
8.5 km
8500 m
demonstrated
a
complete
understanding
activities
apple
drink
2
orange
on
the
previous
drinks
1500
mL
of
c
the
1
mL
who
Amount:
d
800
for
b
nding
and
practice
1
water
and
1
apple
drink
pages.
Amount:
975
mL.
Teacher
to
decide
on
2
1
a
5
cm
×
3
cm
=
15
cm
b
4
cm
×
2
cm
=
8
cm
c
3
cm
×
3
cm
=
9
cm
a
A
=
4
=
12
b
A
=
10
an
acceptable
level
of
accuracy.
Shading
2
8
Teacher
to
check
appropriateness
should
come
close
to,
but
below,
the
of
2
answers.
Students
could
be
asked
1-litre
2
justify
their
answers
a
responses
are
possible
centimetres
&
to
but
their
peers.
likely
millimetres
mark.
to
Varied
responses
are:
2
cm
2
,
B
cm
2
cm
,
=
12
2
c
A
=
6
cm
2
,
Total
cm
,
16
cm
2
Total
2
,
=
2
B
B
=
8
cm
,
=
22
cm
2
C
=
6
cm
2
Total
OX FOR D
U N I V E RSI T Y
PR E S S
=
20
cm
157
Extended
3
practice
Answers
may
students
to
vary.
justify
Teachers
their
could
responses.
ask
2
Likely
a
1000
b
1530
c
1420
d
071
1
e
2148
f
191
1
g
0948
3
1
a
b
(See
30
cm
answers:
answers
question
10
2.)
cubes
to
Independent
Answers
will
t
on
will
the
vary,
e.g.
are
three
layers
bottom
like
that.
layer
3
volume
is
10
So,
a
D
c
C
or
B
b
D
d
A,
3
Teacher
B
or
C
is
for
8
d
100
×
3
=
30
b
36
cm
e
72
cm
3
b
a
1
student
to
important
convert
thing
here
accurately
kg
50 0
g
850
between
am/pm
Teachers
may
and
24 -hour
times.
g
wish
to
encourage
to
use
“o’clock”
students
times.
3
c
160
f
27
cm
3
cm
the
cm
3
cm
The
3
cm
3
a
0029
check.
and
the
not
2
to
Because
4
there
h
practice,
0
0
kg
kg
4
Starting
time
12
3
1
1
1
cm
2
10
1
50 0
3
Practical
activity.
Teachers
may
wish
to
2
3
9
2: 2 0
use
this
task
for
a
small
or
large
group
8
activity.
It
is
likely,
with
normal
classroom
7
c
d
1
.6
equipment,
exactly
20
that
mL
20
of
cubes
water.
will
The
not
for
6
3
kg
3
kg
4
displace
reasons
5
Finishing
this
time
12
1
1
(e.g.
inaccuracy
of
measuring
jugs)
could
be
0
50 0
used
to
promote
useful
discussion.
As
0
50 0
kg
5
an
3
activity,
if
available,
a
1000
10
1
kg
2
cm
4
1
3
9
50 0
50 0
extension
2
50 0
3 : 0 5
2
8
4
50 0
3
50 0
7
cube
could
container.
be
used
This
approximately
is
1
with
more
litre
a
5
6
displacement
likely
(1000
to
displace
mL)
of
water.
5
a
Truck
b
Trucks
B,
Truck
D,
Truck
C,
Truck
A
5
D,
C
&
12
a
1
1
1
3 :3 7
B
2
10
UNIT
5:
Topic
4
c
Trucks
d
True
B
&
(9.05
C
3
9
t)
8
a m/p m
4
7
3:37
Guided
1
Answers
will
vary.
write
appropriate
apple
A
Look
for
students
responses.
For
pm
5
6
6
24 - hour
who
15 3 7
example,
practice
a
kilograms
b
grams
c
tonnes
d
milligrams
appears
to
be
of
a
the
lightest
and
b
12
the
others
to
be
similar
weight
1
1
1
to
1 0 :4 3
2
10
each
other.
A
simple
solution
would
be
3
9
2
a
to
Tonnes
subtract
100
g
from
500g
and
choose
Kilograms
8
masses
such
as
132
g,
133
g
a m/p m
and
135
g
4
for
7
10:4 3
2 t
2000 kg
4 t
4 000 kg
1.5 t
1500 kg
the
other
three
pm
5
6
24 - hour
apples.
224 3
3.5 t
7
a
4500
c
15
8
Yes
kg
b
g
350
d
35
g
c
kg
7 : 2 8
12
1
1
1
(total
=
1983
kg
or
1.983
2
t)
10
a m/p m
3500 kg
3
9
Extended
practice
7:28
8
1.25 t
am
4
1250 kg
24 - hour
7
1
a
Blueberry,
strawberry,
peach,
apple,
5
6
0728
pear,
b
Kilograms
lemon,
cabbage,
pumpkin
Grams
b
2 kg
2000 g
724.84
d
Apple
f
219.72
kg
c
3.165
e
4
kg
(231
g
×
4
=
924
8 :3 7
12
d
g)
1
1
1
2
10
5 kg
5000 g
3.5 kg
3500 g
g
a m/p m
3
9
2
a
39.122
kg
b
20
(800
÷
40
=
8:37
20)
8
am
4
24 - hour
7
3
125
g
5
6
0 8 37
1.25 (0) kg
1250 g
0.5 kg
500 g
Grams
Milligrams
5 g
500 mg
6
UNIT
c
5:
Guided
3 g
3000 mg
1.5 mg
1500 mg
1
2.5 g
2500 mg
0.5 g
500 mg
Topic
a
10
am
b
1
c
18
minutes
d
50
e
1
practice
f
Answers
a
9:10
am
b
4:50
pm
c
1
1:25
d
1:12
pm
e
7:19
am
f
3:47
g
2:22
am
check
clocks
and
pm
7
pm
a
0315
b
1515
c
2127
d
0927
hour
and
Extended
2
Teacher
to
to
decide
of
accuracy
for
placement
of
42
minutes
may
vary,
minutes
(102
e.g.
minutes)
14 40
practice
on
1
degree
pm
5
a
23
minutes
c
2
minutes
e
1
hour
f
1755
g
1550
b
2
d
12
minutes
hour
minutes
hand.
3
a
c
200
g
1200
b
g
d
Independent
600
g
1900
a
8:35
am
c
1
1:26
b
6:20
pm
d
2:47
am
50
minutes
g
pm
practice
Independent
or
5:55
pm
practice
1
Kilograms
Kilograms
and fraction
and decimal
and grams
kg
1.5 kg
1 kg 500 g
kg
2.25 (0) kg
2 kg 250 g
kg
4.75 kg
1
2
t h gin di M
1
a
1
b
2
2
1
4
am
10
pm
t h gin di M
Kilograms
Noon
1 am
3
c
4
4 kg 750 g
We dn e s d ay
We dn e s d ay
AM
PM
4
Tue s
3
d
1.3 kg
kg
1
T hur s
1 kg 300 g
10
12 0 0
2
158
a
3
kg
500
g,
3.5
kg
b
2
kg
400
c
4
kg
750
g,
2.4
kg
g,
4.75(0)
d
1
kg
200
g,
kg
1.2(00)
kg
OX FOR D
U N I V E RSI T Y
PR E S S
UNIT
6:
Topic
Extended
1
1
Guided
1
a
b
shades
Teacher
a
right-angled
b
a
regular
to
Shapes
check
A,
C
reasoning,
and
not
a
polygon
because
c
a
trapezium
have
d
a
rhombus
straight
not
a
does
Students’
is
because
two
of
(Students
more
will
probably
and
practice
guidance
on
the
page
than
allows.)
on
answers.
the
Look
features
for
and
students
properties
of
a
rectangular
b
triangular
prism
prism
polygon
and
who
describe
it
in
such
a
c
triangular
pyramid
d
square
the
that
it
could
not
be
any
other
shape
than
pyramid
cross
not
a
polygon
because
it
is
an
one
described.
Teachers
may
wish
to
2
open
their
a
quadrilateral
b
octagon
c
hexagon
d
triangle
3
students
peers
Answers
include
3
practice
activity.
much
space
own
focus
have
e
Practical
need
share
their
descriptions
in
a
may
(but
“Guess
vary.
not
my
The
shape”
be
a
an
rectangle
c
a
oval
game.
information
necessarily
a
b
with
shape
2
pyramid
sides
polygon
the
E
Extended
triangle
triangular
not
way
sides
b
e.g.
it
the
is
cube
F
who
D
isosceles
a
hexagon
1
2
is
a
practice
Student
B
4
practice
rectangle
might
restricted
to)
pentagon
Student
shades
Student
draws
D,
E,
G
stripes
and
on
following:
It
a
UNIT
H
A,
the
B,
C,
F
,
I
and
J
is
ve
regular
equal
angles
Independent
shape.
sides
are
It
and
obtuse.
is
ve
a
pentagon.
equal
There
are
It
angles.
the
no
parallel
lines
1
Practical
activity.
matching
Guided
the
Students
names
to
should
the
focus
practice
shapes
and
variety
artistic
of
polygons
ability.
used
Students
rather
could
a
obtuse
b
acute
c
right
d
reex
e
straight
f
full
on
Teacher
to
check.
task
UNIT
using
6:
a
drawing
Topic
tool
complete
on
computer.
a
Look
are
to
articulate
for
students
who
than
also
able
mathematical
this
turn
on
2
the
1
shape.
1
4
Topic
the
practice
in
7:
has
All
it
is
a
straight
bigger
it
looks
a
than
a
angle”
,
bit
their
language
like
right
angle
rather
the
reasoning
such
than
one
at
as,
using
“Because
and
less
just
“Because
the
top
of
than
the
2
page”
.
3
Guided
practice
Teacher
the
right
1
2
a
Isosceles
b
Scalene
and
a
rectangular
c
triangular
e
hexagonal
3
Scalene
and
d
Isosceles
prism
square
d
pentagonal
f
triangular
octagonal
prism
Independent
practice
2
Teacher
to
check,
the
faces
are
50 º
b
obtuse
angle,
120 º
c
obtuse
angle,
145º
d
acute
Teachers
angle,
will
all
the
probably
for
beforehand,
not
25º
wish
estimating
an
to
discuss
angle’s
size
at
should make a reasonable attempt at features
b
the
practice
a
strategies
all
decide
for
e.g.
appropriate level of accuracy required. Students
a
to
prism
triangles
T
eacher to check and to decide on the
1
and
accuracy
angle.
Independent
right-angled
right-angled
drawings
acceptable
pyramid
right-angled
and
check
of
pyramid
1
2
c
prism
b
right-angled
g
and
prism
to
level
faces
are
such
as
comparing
it
to
the
at
size
such as equal side lengths and a right angle.
of
a
known
angle,
e.g.
a
right
angle.
2
4
a
irregular
quadrilateral
c
rectangle
e
rhombus
b
Number
Number
Number
Name of 3D
of faces
of edges
of
shape
Note
that
these
are
drawn
close
to,
but
not
parallelogram
d
necessarily
exactly
the
same
as
any
of
the
square
ver tices
options
( Teachers
may
need
to
practice
triangular
students
aware
of
the
convention
for
a
4
6
f
sides
of
equal
measuring
5
9
a
may
vary.
greater
Look
level
of
for
students
observation
a
40 º
c
acute
than
is
making
wider
comments
such
than
the
or
other.”
8
3
e
right
See
the
sides.”
Encourage
students
on
the
features
properties
15
10
wish
(observable
(identication
knowledge)
angle,
note
to
They
are
* 3
2
0
cylinder
for
those
useful
such
has
both
any
regular
shapes.
by
faces
may
and
wish
edges
to
discuss
with
what
students
is
One
is
obtuse
angles
four-sided
three-sided.
One
f
question
obtuse
2
estimation.
students
of
their
discussion.
listed
here
to
angle,
above
1
10 º
about
Teachers
share
their
may
estimates
peers;
this
Possible
can
promote
estimates
as
the
next
activity
are
involves
activities.
In
theory,
a
face
is
a
at
has
and
the
right
angles
an
edge
is
However,
the
this
place
where
makes
two
surface
faces
describing
a
the
angles.
Look
for
students
the
take
into
account
the
type
of
angle
and
they
estimate
to
prevent,
for
example,
meet.
estimates
is
140 º
20 º
meant
prior
as
Differences:
angle,
as:
who
shape
90 º
in
have
measuring
other
angle,
acute
attributes)
Teachers
Similarities:
Neither
obtuse
d
requiring
not
mathematical
a
b
prism
e
and
60 º
pentagonal
7
to
with
focus
give
before
5
“One
d
sloping
to
it.
angle,
strategies
“One
has
is
size
square
5
pyramid
as,
this
angle’s
who
and
c
reection
for
an
6
prism
show
reason
triangular
trapezium
Answers
The
estimating
length.)
b
5
in
4
pyramid
marking
listed.
make
cylinder
of
less
than
90 º
for
an
obtuse
very
angle.
and
b
the
other
Similarities:
There
are
They
sides.
One
match
and
are
the
has
same
Similarities:
In
each
angles.
both
lines
One
the
acute
are
parallel
Differences:
c
has
has
in
both
two
opposite
other
has
difcult.
quadrilaterals.
shapes.
pairs
angles
no
of
shape
all
condence
that
angles
are
both
sides
a
be
3D
wise
shape
when
to
in
accept
order
describing
faces
to
3D
give
as
the
students
shapes.
3
3D shape
Number of bases
Base shape
Side face shape
The object is sit ting on:
Square pyramid
1
square
triangular
the base
that
a
the
may
of
parallel
size.
They
It
surfaces
quadrilaterals.
are
the
b
Triangular prism
2
triangular
rectangular
a side face
c
Triangular pyramid
1
triangular
triangular
the base
d
Rectangular prism
2
rectangular
rectangular
a side face
same
length.
Differences:
The
other
each
OX FOR D
One
has
has
four
opposite
right
angles
angles.
that
match
other.
U N I V E RSI T Y
PR E S S
159
4
Teachers
will
acceptable
probably
levels
of
measuring
angles.
to
students
give
the
wish
to
accuracy
T hey
may
the
2
discuss
when
also
wish
information
Teacher
that
the
sizes
of
all
the
angles
are
to
check
of
a
60 º
b
100 º
c
100 º
d
120 º
e
140 º
f
135º
g
85º
h
15º
Teacher
that
matches
rst
pentagon
to
check.
Teachers
acceptable
levels
may
of
wish
accuracy
the
is
and
drawing.
Look
a
for
description
For
translated
diagonally.
The
example,
vertically
three
“The
and
shapes
also
are
then
to
translated
discuss
terminology
5 º.
reected
5
description.
in
appropriate
multiples
horizontally
across
the
3
page”
.
a
order
3
b
order
4
c
order
4
d
order
2
e
order
6
f
order
3
g
order
2
h
order
5
when
3
students
are
for
students
an
obtuse
drawing
who
angles.
draw
an
Look
acute
rst
and
Teacher
then
to
check
descriptions,
e.g.
4
angle
and
then
at
the
level
of
a
The
shape
is
translated
horizontally
True
( The
measure
Students
each
Extended
could
other’s
be
encouraged
to
b
The
rst
and
then
shape
is
reected
horizontally
vertically.
Teachers
share
their
may
wish
to
ask
students
Extended
1
practice
320 º.
for
nding
the
size
of
reex
The rst shape is rotated on the top row
angle,
i.e.
360 º
protractors
less
may
be
b
and
this
strategy
use
the
that
one
could
in
the
be
used.
Another
Practical
example
at
the
top
page.
A
third
is
to
to
that
has
add
180 º
been
to
extend
the
can
line
of
the
activity.
the
base
size
of
the
third
Look
for
students
300 º
320 º
who
the
shape
describe
itself
reasonably
the
accurately
c
transformation
260 º
d
half
as
The
a
zero
which
appropriately.
Groups
of
students
of
the
the
strategies
t wo
could
size
of
for
angles
discuss
the
estimating
and
270 º
1
&
2
2
practice
Practical
angle
T he
size
for
or
Depending
the
sizes
the
c alculating
that
of
a
on
the
time
available
A ngle
is
not
A ngle
A
to
is
B
the
of
explain
is
4 5 º.
second
the
that
Look
they
for
angle
known
by
angle
found
level
of
activities
be
ability
could
modelled
13 5 º
further
students
the
subtracting
from
size
of
the
form
lesson
or
students,
part
be
a
of
a
Topic
extension,
with
a
simple
a
2
a
up
to
line
of
of
the
vertical
line
symmetry.)
drawn
innite
as
a
circle,
number
of
lines
of
the
vary,
are
depending
on
how
drawn.
springboard
exploration
drawing
V,
answers
W,
are
B,
C,
D,
E,
I,
K,
M,
Y
these
b
Order
2
c
Z
N
and
and
both
have
rotational
symmetry
to
order
2
creativity
Depending
on
how
they
are
drawn,
the
program.
•
size
could
Line
U,
8:
Topic
2
be:
V,
symmetry:
Rotational
•
Line
Teacher
to
A,
B,
C,
D,
E,
N,
S,
Z
K,
M,
T,
O,
X
W.
•
&
symmetry:
rotational
symmetry:
H,
I,
check.
1
practice
1
Student
2
Students
colours
Shapes
A,
at
one
C,
D,
F
,
H
and
J.
practice
draws
least
of
the
following
UNIT
1
width
be
an
will
latters
U,
18 0 º.
Guided
Guided
way
opt
teacher-
3
8:
also
of
UNIT
UNIT
the
can
Answers
lists
who
may
and
d
and
vertical
activities
of
measured.
a
half
symmetry.
T,
share
(Students
further
has
Possible
3
as
is
angle
Extended
c
drawn
line
created.
b
number.
include
who
the
a
be
symmetry
is
pattern
and
“1”
The
of
and
the
digit
line.
is
transform
to
The
40 º.
available
4
one
practice
the
second row in an anti-clockwise direction.
360 º
shape
to
row. This shape is rotated along the
2
the
a
and reected vertically onto the second
strategy
gives
1.)
vertically.
drawings.
c
1
position
and
order
accuracy.
starting
rotation
b
reection
c
8:
Topic
3
translation
on
each
shape:
a
Guided
1
b
A
B
C
D
E
F
G
H
I
J
practice
a
b
c
d
e
f
c
d
Teacher
on
e
an
to
check
drawing
appropriate
level
of
and
to
decide
accuracy.
Response should match the drawing, e.g.
b
Student
colours
Shapes
A,
C,
D,
F
and
“I translated / reected / rotated the shape”
.
J.
Independent
1
a
The
triangle
practice
has
been
Students
with
have
translated
into
The
triangle
has
been
their
experience
concept
cut- outs
symmetry
horizontally.
b
this
who
of
and
own
will
perhaps
shapes
observe
form
difculty
as
with
how
they
need
to
rotational
they
t
rotate.
This
reected
process
can
also
be
modelled
with
an
horizontally.
interactive
c
The
hexagon
reected
d
The
has
been
translated
diagonally.
arrow
shape
has
been
reected
vertically.
e
The
whiteboard.
or
Independent
pentagon
has
been
practice
reected
1
diagonally.
f
The
corner
horizontally
160
arrow
and
has
been
reected
vertically.
OX FOR D
U N I V E RSI T Y
PR E S S
2
Extended
1
The
area
square.
is
practice
four
encouraged
the
area
factor
three,
four,
as
big,
with
a
or
students’
able
Independent
practice
2
as
a
picture
b
Scale
by
300%
c
Scale
by
50%
4
Practical
the
This
to
of
so
rst
be
happens
by
( The
a
is
four,
to
scale
area
squared.
With
nine
the
times
area
is
on.
could
form
part
depending
Look
for
directions
of
on
students
to
make
who
and
images.
would
activity.
on.
area
activity,
the
changes
3
so
and
the
what
factor
levels.
follow
as
could
enlarged
factor
big
group
ability
to
describe
The
three,
scale
is
and
scale
activities.
partner
are
a
of
times
Practical
shape
the
factor
sixteen
2
by
big
investigate
a
of
scale
to
as
students
when
increases
a
times
Interested
remain
Look
for
the
same.
students
who
are
1
condent
pictures
different
UNIT
in
experimenting
and
who
can
changes
8:
on
Topic
with
articulate
the
resizing
the
their
effect
of
image.
4
3
Guided
1
Grid
A
practice
square:
C,3.
GridAtriangle:
2
a
B1
b
Grid
C,3.
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U
R
4
O
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A
B
square:
B
c
3
5
B
Grid
C2.
triangle:
E5
d
C3
B1
C
4
a
b
3
2
1
4
The
C
D
E
circle
Grid
5
D
5
4
X
X
3
X
2
X
1
A
6
Either
A5
B
or
C
1
a
E
F0
Independent
c
D
(4,3)
practice
b
2
(4,5)
Grid
c
(1,
1)
E
5
4
3
2
1
d
0
0
OX FOR D
U N I V E RSI T Y
PR E S S
1
2
3
4
5
161
3
Teacher
to
matches
check
the
that
letter
the
coordinate
2
point
drawn.
a
Dan
c
Sam
b
is
Amy
north-west
of
Extended
the
1
4
a
(1,5)
b
(3,5)
(4,5)
(2,8)
(7
,5)
(1,5)
(7
,8)
3
(4,8)
(4,5)
a
Tran
is
at
b
Student
a
D3
Eva
at
A 2,
above
may
choose
to
go
round
the
c
The
for
position
must
be
on
the
2
for
square
same
clockwise.)
(1,
1)
to
check.
as
(7
,
1)
Possible
(7
,4)
answer
(1,4)
is
d
a
(Depending
(1,4)
(1,
on
starting
(1,
1)
to
matches
6)
e
point)
(2,4)
check
the
that
position
the
on
grid
the
reference
Position
Practical
activity.
encourage
a
simple
less
letter,
Teachers
condent
such
as
a
may
wish
students
letter
who
are
able
to
be
either
L.
to
draw
Look
identify
the
cm.
2
S
cm.
for
2
NW
cm.
for
check.
Look
for
2
students
cm.
correctly
used
compass
who
directions
B3
or
describe
the
the
movements
required
to
shape.
Practical
south- east
of
activity.
Students
could
be
asked
of
share
their
maps
with
a
peer
or
their
completion
to
ensure
the
teacher
after
partial
that
map
and
C2.
Independent
use
west
b
the
appropriately.
practice
for
a
2
for
grid.
north-west
to
1
students
will
theteacher
teacher
b
to
construct
to
(2,6)
for
W
Sam.
Teacher
2
6
SE
cm.
row
to
Teacher
2
Teacher
have
5
cm.
Amy.
b
(Student
E
SW
writes
practice
teacher.
an
tasks
are
Discussion
informal
scale
or
progressing
about
to
use
whether
a
formal
to
unit
B5
(e.g.
correct
1
cm
=
1
km)
might
9:
Topic
be
useful.
c
pairs
for
them
in
each
the
point
correct
in
the
letter
and
write
order.
Shop ping
7
mall
UNIT
a– c
1
y
Guided
practice
1
number
12
a
Each
axis
is
increasing
in
11
increments
of
4.
b
2
birds
2
a
2
pieces
b
10
3
a
C
b
N
c
N
d
C
e
C
f
N
T in
Pot
10
9
people
 e ld s
8
7
6
d
5
Shortest
junction
on
route
with
Swan
to
is
west
Swan
on
Penrith
Parade.
Glenbrook
to
the
North-west
Way.
West
along
4
Glenbrook
e
False.
f
Student
It
is
Way
SW
to
of
the
Jo’s
Swim
centre.
house.
3
2
on
draws
Wombat
g
G2
h
Various
it
opposite
Tran’s
house
Way.
1
are
Route
appropriate.
1:
South
on
For
Wombat.
x
0
d
routes
example,
0
1
2
Answers
image
3
could
above
Extended
4
vary.
is
5
6
Answer
(3,
1
1)
and
7
that
8
East
on
Glenbrook.
East
on
Penrith.
South- east
South
on
on
Wallaby
Swan.
to
the
matches
school
entrance.
Route
2:
South
on
Wombat.
Lawson.
South
on
Wallaby
(6,
1
1).
practice
East
to
the
on
school
entrance.
1
&
2
Practical
activity.
Teachers
will
probably
2
wish
to
discuss
success
activity,
simple
to
before
strategies
the
students
encouraging
pictures.
practise
on
commencing
It
be
grid
nal
begin
to
wise
paper
copy
in
a
(1,
1)
b
150
m
ensuring
students
may
other
the
for
3– 4a
the
draw
for
C o c k r oa c h
Clif f
students
before
their
books.
A
N
greater
follow
them
level
their
to
of
success
own
their
is
likely
instructions
if
students
before
giving
peers.
S
S har k
Po in t
P
UNIT
8:
Topic
P
P
5
Sn a ke s v ill e
N
Guided
practice
G
T
1
Big
Bug
C ave
Beach
C
N
Spid er
NW
H e ad
NE
W
E
4
b
Distance
line
that
should
would
Appropriate
SW
be
link
longer
the
distance
than
places
might
a
(5
be
straight
km).
6–8
km.
SE
5
a–b
See
map
above.
S
162
OX FOR D
U N I V E RSI T Y
PR E S S
Independent
1
&
2
Teacher
to
practice
check.
Look
Extended
for
students
This
page
2
practice
could
form
part
of
a
a
Weeks
b
Teacher
can
correctly
identify
a
question
that
group
the
requirements
and
who
show
sharply
Answers
will
vary
but
will
might
include
the
types
of
over
e.g.
the
The
two
scores
rose
weeks.
Most
likely
answer
is
Week
5.
“a”
,
Students
of
8
an
1
understanding
&
check,
activity.
c
meets
7
to
cooperative
very
who
1,
questions
could
be
asked
to
justify
other
that
“the”
and
“an”
.
responses.
will
elicit
categorical
and
numerical
answers.
2
It
may
need
to
be
reinforced
to
a– c
Answers
if
the
answer
to
the
survey
question
used.
Look
number,
the
data
is
numerical.
If
not,
is
a
on
who
the
d
True
e
Weeks
(exact
a
NSW
b
New
c
About
methods
who
are
to
able
tally
to
the
draw
by
the
data
they
have
3
Frequency
a
A:
18,
E:
18,
I:
10,
O:
16,
U:
17°
|
1
b
The
sample
make
was
sure
deliberately
the
letter
“u”
was
infrequently.
Students
will
half
that
165
÷
10
=
16.5)
it
for
will
the
be
to
people
500.
A nswers
var y.
be
will
the
be
surveyed,
so
One
response
af fordabilit y
to
in
of
travel
has
this.
repeat
Teacher
to
check.
trusted.
Extended
Total
the
hopefully
necessary
data
10)
used
4
survey
of
approximately
resulted
the
of
skewed
was
4
conclude
rise
Zealand
may
| | | |
(a
3
d
to
6
gathered.
b
Tally
&
words
numerical
Temperature
5
conclusions
categorical.
18°
mean
choose
3
and
supported
3
depending
students
the
used
data
vary
for
is
appropriate
a
will
students
texts
that,
practice
20
1
UNIT
c
Noon
time
te mp e rature s
for
20
9:
1
a
c
Likely
19 º
practice
$5
b
answer
asked
18 º
a
Total
Mean
Sam
85
17
Amy
25
5
2
d ay s
Guided
17 º
Topic
Player
to
is
justify
$2,
but
other
Week
3
students
amounts
could
(such
Tran
30
6
Eva
60
12
be
as
20 º
Lily
10
2
Noah
35
7
$2.20)
4
a
&
b
who
Teacher
can
to
check.
accurately
Look
record
for
hair
students
2
colours
a
Yellow
is
more
b
One- quarter
popular
than
24
Teacher
of
=
6.
red.
b
on
the
frequency
table
and
show
an
to
decide
whether
to
Teacher
asked
understanding
of
data
displays
by
being
5
or
to
transfer
that
information
to
the
to
check.
discuss
Students
or
write
could
down
be
how
7
.
they
able
to
accept
intend
to
respond
to
the
task.
In
bar
3
this
way,
they
are
more
likely
to
draw
graph.
How
c
Answers
could
vary
depending
on
much
money
was
in
Tran’s
piggy
an
bank?
appropriate
who
experiences
of
the
students.
Likely
can
is
“a
dot
plot”
,
although
answer
“pictograph”
or
Encourage
students
Look
for
students
appropriate
the
data
and
who
way
include
all
to
the
information
required
for
a
data
and
title.
display,
“circle
including
$ 15
graph”
.
an
students
$ 20
may
choose
$ 25
display
answer
graph.
the
to
scale
or
key
verbalise
c
Sam
e
Answers
d
Noah
$ 10
the
reason
for
their
choice.
will
vary.
Look
for
students
$5
5
Practical
activity.
Look
for
students
who
who
demonstrate
an
understanding
of
the
and
class
wish
to
are
able
using
to
this
discuss
accurately
method.
with
students
6
represent
Teachers
type
might
be
suitable
whether
for
data
or
whether
the
table
7
to
8
We e k s
can
interpret
justify
because
their
her
responses,
scores
were
e.g.
data
the
“Lily,
lowest.”
a
practice
displaying
1
this
they
may
Independent
graph
that
$ 0
2-way
5
tables
show
itself
UNIT
a– d
is
E x a m p l e:
Gr a p h
s c or e s
to
s h ow
d ur in g
Eva ’s
the
10 :
Topic
1
s p e llin g
term
sufcient.
20
Guided
6
a
Club
practice
Number
18
1
Carlton
Teachers
may
ask
students
to
justify
16
answers
other
than
a
even
chance
c
likely
the
following:
16
Collingwood
15
Essendon
16
Fit zroy
8
Geelong
9
Haw thorn
13
b
impossible
d
certain
14
12
e ro c S
2
“Likely”
and
elsewhere.
10
“unlikely”
Teachers
professional
could
to
use
be
placed
their
judgement.
8
1
Melbourne
3
12
4
10%
b
0.3
2
6
Nor th Melbourne
5
4
a
0.2
c
0
4
Richmond
11
Sydney
5
2
0
b
Students
graph.
are
can
OX FOR D
a
more
bar
appealing.
to
their
for
a
a
take
plot
or
place
than
might
for
be
an
for
1
2
3
5
6
8
9
10
We e k
the
be
visually
students
represent
bar
about
would
plot
method,
choose
bar
dot
dot
Look
chosen
a
suitable
graph
accurately
students
scale
is
could
example,
but
able
using
one
For
quicker
more
choose
Discussion
whether
other.
might
who
the
I m p o s s ib l e
Un like l y
Eve n
L ike l y
c han c e
C e r t a in
data
example,
appropriate
0
0 .1
0.2
0.3
0.4
0.5
0.6
0 .7
0.8
0.9
1
graph?
U N I V E RSI T Y
PR E S S
163
Independent
practice
Extended
5
practice
When you toss two coins the result can be:
1
1
Students
could
be
asked
to
justify
their
1
a
b
red
d
5
or
black
of
20)
4
response.
The
wording
is
deliberately
16
(or
equivalent)
(
52
ambiguous
in
places
so
that
students
appreciate
the
need
for
numerical
a
red:
describe
probability
accurately.
4
sectors,
green:
3
sectors,
This
is
discussion
point
for
sectors,
gold
(yellow):
1
question
3,
,
0.4
green:
,
0.3
to
check
that
the
scenarios
given
likely
outcomes
for
by
,
0.2
gold
(yellow):
,
0.1
ways
10
on
1
3
a
(or
will
getting
vary.
heads
There
and
is
tails
twice
as
the
there
chance
are
two
1
blue:
below.)
Answers
of
10
10
Teacher
other on tails.
3
red:
2
also
tails.
sector
6
b
students.
10
(See
heads and the
heads.
blue:
a
4
possible
One lands on
land on
values
2
to
They both
land on
4
will
2
They both
1
c
equivalent)
b
white
d
black
for
one
the
and
coins
tails
to
on
land
the
like
that.
other,
or
(Heads
tails
on
5
students
match
the
E,
3
c
(or
equivalent)
one
and
heads
one
way
on
the
other.)
There
is
only
10
H,
I,
J
and
K
get
two
to
get
tails.
two
heads
There
is,
and
one
therefore,
way
twice
to
the
Value
chance
A
It is impossible to run 100
0
UNIT
10 :
Topic
2
tail.
of
the
Whatever
coins
the
landing
on
student’s
a
head
and
predictions
a
for
metres in t wo seconds
each,
B
It is almost impossible
0.1
7– 8
Guided
the
totals
Practical
should
activity.
be
See
40.
notes
above
about
practice
for me to win ten million
the
dollars.
1
50%
2
Depending
element
who
C
It is likely that I will see a
0.7
movie at the weekend
students
may
D
There is a better than even
on
the
could
reect
on
level
predict
this
of
prior
ve
being
on
a
knowledge,
each.
are
able
accurately
Others
of
to
and
they
draw.
Look
conduct
who
understanding
“chance”
chance.
of
the
students
experiment
demonstrate
chance
Were
for
their
by
the
an
conclusions
predictions
accurate?
0.6
situation
and
offer
different
possibilities.
Why
chance that I will like the
movie.
Discussion
should
lead
concluding
that
accurate
to
prediction
It is very likely that
0.8
F
There is an even chance
0.5
not
possible.As
See
students
compare
4
note
and
predictions,
they
will
conclude
that
by
the
chance.
coins
landed
their
results
Students
in
could
6,
of
above.
the
coins
There
is
landing
a
2
as
the
a
and
tails;
heads
and
a
1
for
in
4
two
(25%)
chance
for
tails.
particular
be a girl.
way
question
chance
hopefully
two
that the nex t baby born will
in
(50%)
heads
results
not?
is
in
E
why
students
9
an
or
Extended
combine
practice
9
G
It is less than an even
0.4
to
see
if
the
grand
total
came
1
Answers
could
include:
90%,
,
0.9,
10
chance that I will go
anywhere
nearer
a
six
the
expected
norm.
swimming tomorrow.
9
One
in
or
one
out
of
six
or
(or
any
6
equivalent
It is almost certain that
0.9
I
It is certain that
1
J
It is very unlikely that
0.2
b
4
1
See
out
of
It is unlikely that
this
2
Number
3
Teacher
lines
should
match
the
table
in
2
value)
(or
2,
that
outcomes
0.3
6
question
conclude
K
10
1
3
H
in
the
(six)
out
same
above.
the
About
above)
Students
higher
made
as
the
task
they
to
might
number
of
more
a
as
difcult
5
time.
1
×
Independent
not
are
for
by
know
decimal.
a
how
25%
too
high
(and
That
leaves
20
=
100,
so
6
=
it
90%
to
5%
that
25%
or
a
50%
is
if
fraction
and
the
same
15%.
be
is
work
elimination
therefore
cannot
and
who
of
convert
because
4.
×
students
process
in
15%
Q1:
Look
answer
do
75%)
possible
15%.
the
5%.
the
closest
to
practice
100%.
to
check
response
1
(See
question
1,
a
4
b
Answers
out
of
1
10
3
above)
6
may
vary.
Having
completed
3
4
a
(or
equivalent
value)
7
A
B
J
K
F
G
D
C
E
the
H
activities
on
the
previous
page,
2
b
students
will
although
each
probably
conclude
5
that,
c
0
0 .1
0.2
0.3
0.5
0.4
0.6
0 .7
0.8
1
0.9
number
has
an
There
if
chance,
4
a
B
b
5
Shading
D
c
C
d
the
spinner
will
probably
each
Blue:
2
should
1
be
as
sector
land
sectors
the
No
Green:
4
once
on
each
number
because
6
a
3
E,
sectors
2–3
sectors
element
Answers
to
sectors
A,
C,
D,
discuss
of
will
with
number
closer
B
of
Number
to
vary.
Teachers
students
those
value
could
be
as
a
decimal,
or
a
percentage
(or
a
mixture
Probable
answers
may
whether
a
may
expected
Look
A:
one- eighth
Spinner
B:
one-third
Spinner
C:
one-sixth
or
Spinner
D:
one-fth,
one
0.2
or
or
or
one
one
one
out
out
out
out
of
of
of
of
for
bring
by
about
I
three
six
E:
4
The
conduct
their
one
out
of
ten,
for
a
the
students
the
results
could
outcome
is
vary,
but
the
level
who
to
&
I,
M
&
N,
M
&
U
I
&
U,
&
I
&
N
U
There
are
3
and
21
possibilities
if
counting
of
×
M
2
×
I:
can
experiment
using
landing
the
to
2
practical
chance
in
5.
the
on
of
This
activity
the
or
number
4
In
has
a
5
and
language
would
landing
could
could
Students
cooperatively.
of
be
be
become
on
a
M1
&
M2
M1
&
M3
M2
&
M3
M1
&
I1
M2
&
I1
M3
&
I1
M1
&
I2
M2
&
I2
M3
&
I2
M1
&
N
M2
&
N
M3
&
N
M1
&
U
M2
&
U
M3
&
U
4
carried
the
out
be
asked
addition
to
noticing
a
greater
might
be
expected
to
I1
&
I2
I1
&
U
I1
&
N
&
U
I2
&
N
N
&
U
basis
could
to
chance,
predicted
students
likely
of
discussion.
work
10%
Answers
while
increases
that
7
chance
zero,
as
one-tenth,
M
results
eight
ve,
M,
&
wish
are:
20%
Spinner
0.1
or
&
I
higher
chance.
Spinner
once
of
describe
these).
possibilities
counted
a
accurately
fraction
is
chance.
attempts
probability.
b
letter
of
N
Red:
different
only:
A
follows:
White:
eight
different
not
M
Yellow:
are
equal
conclude
be:
5
Answers
asked
to
I2
will
vary
justify
according
to
and
their
the
students
could
responses.
levels
of
be
However,
probability,
the
3
that,
a
20
red
(20%)
b
80
blue
as
there
are
ve
possible
outcomes,
(80%)
letter
M
(
of
the
word)
would
be
expected
7
2
the
numbers
1,
2
and
3
each
have
a
1
in
2
in
5
1
to
appear
18
times,
the
letter
the
letters
I
(
of
the
7
8
1
4
5
chance,
but
the
number
4
has
a
word)
12
times
and
N
and
U
(
of
7
chance.
164
the
word)
6
times
each.
OX FOR D
U N I V E RSI T Y
PR E S S
Oxford
Mathematics
engaging
teachers,
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it
an
understandings
Student
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Years
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