Professional Documents
Culture Documents
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Junior Maths
Book 1
C 7
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C 7
Junior Maths
Book 1
David Hillard
Series Editor: Louise Martine
www.galorepark.co.uk
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978 1 905735 21 1
Junior Maths Book 1 Worksheets are available as a chargeable download using the
above code. Full details can be found at www.galorepark.co.uk
Details of other Galore Park publications are available at www.galorepark.co.uk
ISEB Revision Guides, publications and examination papers may also be obtained
from Galore Park.
The publishers are grateful for permission to use the photographs as follows:
Chapter 8: page 100 David N. Davis/Science Photo Library (L); Mark Newman/Science
Photo Library (C); Peter Chadwick/Science Photo Library (R); Chapter 9: page 101
Helene Rogers/Alamy (L); Helene Rogers/Alamy (R); Chapter 12: page 149 A. Crump,
Tdr, Who/Science Photo Library (R); Chapter 13: page 154 Martyn F. Chillmaid/Science
Photo Library (L); page 154 Martyn F. Chillmaid/Science Photo Library (L); page 154
Gavin Kingcome/Science Photo Library (C); Chapter 14: page 161 Lew Merrim/Science
Photo Library.
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| v
Preface
The teaching of mathematics never ceases to cause intense discussion.
Modern methods have mystified both parents and children alike. Even the
DfES has expressed a wish to return to the standard method. At present
great emphasis is laid on a mental approach with formality of method
introduced later. Mental ability and agility are important and would be
omitted at a loss. There must, however, be room for both approaches
without being prescriptive.
In the final analysis it is the interests of the child that are paramount. For
those who are mathematically adept the mental approach will be both
challenging and rewarding. There are others, however, who will find this
method difficult and beyond their comprehension. This will often produce a
sense of frustration and a negative attitude which can lead to the I cant do
maths syndrome. Children want to succeed so that they gain in confidence
and self esteem. Sometimes they need to be told what to do.
The intention of this book is to provide Year 3 with enough material to
appeal to all abilities and satisfy all needs. It is not laid out in any teaching
order but rather by topic. The author envisages a chapter being revisited
during the course of the year.
Mental strategy is best gained by general discussion. There is often more
than one approach to be considered. Chapter 25: Mental strategies covers
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far more ground than can be covered in a year and must be used as and
when the child is ready.
The author has never believed in telling teachers what they should or should
not do. It is entirely up to them to produce the correct material at the
appropriate time: they know what the child requires every one is different.
Hopefully all will be stimulated but, more importantly, they should enjoy the
subject. Have fun and I hope you dont run out of material!
Acknowledgements
Acknowledgements is another word for saying thank you to the very many
people who, together, make up a production team. Firstly my thanks to
Galore Park, and in particular to Louise Martine, for believing that I could
produce what they wanted and to Teresa Sibree who helped enhance the
original manuscript. I am grateful for the encouragement given by my excolleagues at Wellesley House, in particular Carolyn who helped test much
of the material, and also my thanks to Pauline, Jonathan and Michael for their
invaluable technical assistance. There is a host of others who should be
mentioned; they know who they are and I am grateful to all of them.
David Hillard
February 2008
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Contents | vii
Contents
Chapter 1: Place value . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Units, tens and hundreds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Writing numbers in words and digits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Ordering numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
End of chapter activity: Understanding place value . . . . . . . . . . . . . . . . . . . .
1
3
5
8
Chapter 2: Counting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Nines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Elevens . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
End of chapter activity: Lumbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Chapter 3: Addition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Pairs that add up to ten . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The formal method of addition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Problem solving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
End of chapter activity: Doubles in the 1 to 20 addition chart . . . . . . . . . .
21
23
31
32
35
Chapter 4: Subtraction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Subtraction from ten . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Subtraction by decomposition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The formal method of subtraction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The inverse or opposite . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Checking your answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
More subtraction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Problem solving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
End of chapter activity: Subtraction chart . . . . . . . . . . . . . . . . . . . . . . . . . .
37
41
42
44
46
48
50
52
56
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Chapter 6: Multiplication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Multiplying by ten and one hundred . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Multiplication by partition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The formal method of multiplication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Problem solving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
End of chapter activity: Numbers as rectangles . . . . . . . . . . . . . . . . . . . . . .
70
71
72
74
75
77
Chapter 7: Division . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Fractions and division . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Division by ten and one hundred . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The informal method of division . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The inverse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Checking your answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The formal method of division . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Rounding: What makes sense? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Problem solving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
End of chapter activity: Mixed signs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
82
84
85
87
89
90
91
92
93
95
Chapter 8: Sequences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Even and odd numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Continuing sequences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
End of chapter activity: Test your friends . . . . . . . . . . . . . . . . . . . . . . . . . . 100
103
104
105
106
108
110
111
114
116
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118
120
122
127
129
131
134
136
140
143
146
148
149
152
152
153
154
154
157
158
159
161
161
164
165
166
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167
168
169
170
171
173
175
176
178
181
182
183
185
186
191
193
196
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Contents | xi
Polygons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224
End of chapter activity: Make a collection of 2D shapes . . . . . . . . . . . . . . 226
227
228
230
231
233
235
235
237
237
250
254
259
260
267
268
269
275
279
280
284
289
296
268
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2+
(100 2) + (70 2)
= 50 + 35
= 85
Ben
( 2 of 160) + ( 2 of 10)
= 80 + 5
= 85
Carol
( 2 of 180) ( 2 of 10)
= 90 5
= 85
David
(200 2) ( 2 of 30)
= 100 15
= 85
Eve
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Chapter 25 | 269
None of these methods is better than the others, although one wonders
whether Eve is a mathematical genius or just good at guessing! What is
important is not what method pupils use but whether they can explain
verbally what they have done; discussion of the various methods is
particularly valuable. In the end, the best method is simply the one that the
child is most at ease with.
This chapter does not purport to be a comprehensive catalogue of
strategies; rather it sets out to suggest a few ideas that might be worth
discussing.
A child should attempt a particular strategy only when the teacher
thinks that child is ready to benefit from its study.
Addition
Partition
It is often possible to partition (separate) a number into tens and units. This
means that the same calculation can be tackled in many different ways.
Example:
46 + 23
46 + 23 = 46 + (20 + 3)
= 66 + 3
= 69
or
46 + 23 = (40 + 6) + 23
= 63 + 6
= 69
or
46 + 23 = (40 + 6) + (20 + 3)
= 60 + 6 + 3
= 69
270
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2+
46 + 23 = 46 + (30 7)
= 76 7
= 69
or
46 + 23 = (50 4) + 23
= 73 4
= 69
or
46 + 23 = (50 4) + (30 7)
= 80 4 7
= 69
You could in fact use the different ways of thinking of 46 and 23 in any
combination:
46 = (40 + 6) or (50 4)
and
23 = (20 + 3) or (30 7)
37 + 61
6.
96 + 52
2.
45 + 34
7.
77 + 55
3.
28 + 53
8.
96 + 68
4.
19 + 39
9.
89 + 87
5.
55 + 68
10. 74 + 95
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11. 59 + 83
16. 264 + 48
12. 68 + 44
17. 128 + 81
13. 72 + 98
18. 836 + 87
14. 81 + 75
19. 635 + 49
15. 74 + 18
20. 943 + 24
Use of doubles
When the numbers you are working with are close to each other, you can
often use doubles.
Tip: You need to know your 2 times table for this way of thinking!
Examples:
(i)
80 + 70
Think of 80 as (70 + 10)
So
80 + 70 = (70 + 10) + 70
= (70 x 2) + 10
= 140 + 10
= 150
We have 2 lots of 70 so
we put them together. We can
now double 70 to give 140
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2+
80 + 70 = 80 + (80 10)
= (80 x 2) 10 We have 2 lots of 80 so
we put them together. We can
now double 80 to give 160
= 160 10
= 150
(ii) 29 + 27
Think of 29 as (30 1) and 27 as (30 3)
So
29 + 27 = (30 1) + (30 3)
= (30 x 2) 1 3 We have 2 lots of 30 so
we put them together. We can
now double 30 to give 60
= 60 1 3
= 56
Or, think of 29 as (28 + 1) and 27 as (28 1)
So
29 + 27 = (28 + 1 ) + (28 1)
= (28 x 2) + 1 1 We have 2 lots of 28
so we put them together.
We can now double 28 to
give 56
= 56
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Chapter 25 | 273
50 + 60
6.
78 + 83
2.
90 + 80
7.
89 + 87
3.
60 + 80
8.
69 + 65
4.
72 + 70
9.
24 + 29
5.
63 + 60
10. 77 + 68
86 + 57
+50
86
+7
136
143
So 86 + 57 = 143
(ii) 273 + 588
+500
273
+80
773
+8
853
861
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2+
(iii) 68 + 96 + 85
+90
68
+80
+6
158
164
+5
244
249
So 68 + 96 + 85 = 249
94 + 87
6.
17 + 66
2.
47 + 58
7.
95 + 57
3.
37 + 84
8.
43 + 68
4.
96 + 79
9.
59 + 97
5.
27 + 58
10. 89 + 74
11. 167 + 79
12. 488 + 86
13. 274 + 68
14. 376 + 54
15. 642 + 87
21. 38 + 49 + 74
26. 475 + 39 + 86
22. 63 + 91 + 55
27. 86 + 129 + 57
23. 57 + 82 + 26
24. 85 + 32 + 67
25. 27 + 45 + 98
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Chapter 25 | 275
Subtraction
Like addition, you can do subtraction in many different ways.
Counting on
When the numbers you are working with are close to each other, you can
simply count on from one to the other.
Example: 93 88
88
89
90
91
92
93
17 13
6.
84 79
2.
29 24
7.
72 67
3.
38 31
8.
51 46
4.
53 47
9.
82 75
5.
75 68
10. 70 59
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2+
93 46
+4
46
+3
+40
50
90
= 47
93
So 93 46 = 47
(ii) 806 297
+3
297
+500
300
+6
800
= 509
806
+500
297
= 509
+9
797
806
38 17
6.
120 74
2.
57 29
7.
131 87
3.
82 38
8.
126 48
4.
63 16
9.
196 79
5.
84 48
10. 237 86
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Chapter 25 | 277
Counting back
When the numbers you are working with are close to each other, you might
want to count back instead.
Examples:
(i)
23 17
23
22
21
20
19
18
17
300
299
298
301 298 = 3
37 31
6.
87 79
2.
52 45
7.
46 38
3.
81 74
8.
57 46
4.
98 89
9.
31 24
5.
100 96
10. 17 8