SAIL

THROUGH
MATHEMATICS:

STRUCTURED
ACTIVITIES FOR
INTELLIGENT
LEARNING
 Original (1989) Edition:

Published in England as
Structured Activities for Primary Mathematics, Volume 2a
Part of Routledge Education Books
Advisory Editor:

John Eggleston
Professor of Education
University of Warwick

Expanded (1994) North American Edition:

Published in Canada as
SAIL through Mathematics, Volume 2a
Edited and Adapted by:

Bruce Harrison
Professor Emeritus of Curriculum and Instruction (Mathematics Education)
The University of Calgary and EEC Ltd.

Marilyn Harrison
Teacher and Mathematics Education Consultant
Calgary Board of Education and EEC Ltd.
 SAIL

THROUGH
MATHEMATICS:
STRUCTURED
ACTIVITIES FOR
INTELLIGENT
LEARNING

Richard R. Skemp
Emeritus Professor, University of Warwick

Photomasters by Valerie M. Skemp

Volume
2a

EEC Ltd.
Calgary

First published in 1989 by
Routledge
11 New Fetter Lane, London EC4P 4EE

© Valerie M. Skemp 1989, 1994

Expanded North American Edition

edited and adapted by
Marilyn and Bruce Harrison
with permission from Routledge.

Permission is hereby granted to reproduce

the materials in this book for non-commercial
classroom and other educational use.

British Library Cataloguing in Publication Data

Skemp, Richard R. (Richard Rowland), 1919-

Structured activities for primary
mathematics: how to enjoy real maths. -
(Routledge education books).
Vol. 2a
1. Primary schools. Curriculum subjects:
Mathematics
I. Title
372.7’3
British ISBN 0-415-02820-5 Photomasters

Expanded North American Edition

published in 1994 by
EEC Ltd.
6016 Dalford Road, N. W., Calgary T3A 1L2

ISBN 0-9697190-3-5

Printed in Canada by
Mountain View Printing and Graphics Ltd.
Calgary

iv
CONTENTS

Using the photomasters xi

THE PHOTOMASTERS

Children’s progress record 1

Suggestions for use (back of progress record) 2

Num 1 Numbers and their properties

Num 1.11 Extrapolation of number concepts to 100

Num 1.11/1 Throwing for a target 3-5

Num 1.12 Ordinal numbers, first to one hundredth

Num 1.12/2 Sorting proverbs 6, 7

Num 1.14 Primes

Num 1.14/2 The sieve of Eratosthenes 8, 106
Num 1.14/3 Sum of two primes 9, 10

Num 2 The naming of numbers

Num 2.8 Written numerals from 20 to 99, using headed columns

Num 2.8/1 Number targets 11-13
Num 2.8/2 Number targets beyond 100 14

Num 2.9 Written numerals from 11 to 20

Num 2.9/1 Seeing, speaking, writing 11-19 11
Num 2.9/2 Number targets in the teens 11, 15

Num 2.10 Place-value notation

Num 2.10/2 Number targets using place-value notation 16
Num 2.10/3 Place-value bingo 17, 18

Num 2.11 Canonical form

Num 2.11/1 Cashier giving fewest coins 19-21, 23
Num 2.11/2 “How would you like it?” 19-21, 23

Num 2.12 The effects of zero

Num 2.12/1 “Same number, or different?” 22, 23
Num 2.12/2 Less than, greater than 22-24

Num 2.14 Rounding (whole numbers)

Num 2.14/1 Run for shelter 26, 27
Num 2.14/2 Rounding to the nearest hundred or thousand 25, 28

Num 3 Addition

Num 3.9 Adding, results up to 99

Num 3.9/1 Start, Action, Result up to 99 29-32
Num 3.9/2 Odd sums for odd jobs 33
Num 3.9/3 Renovating a house 34-36

Num 3.10 Adding, results beyond 100

Num 3.10/1 Start, Action, Result beyond 100 37-41
Num 3.10/2 Cycle camping 42, 43
Num 3.10/3 One tonne van drivers 44-46

v
Num 4 Subtraction

Num 4.6 Giving change

Num 4.6/3 Till receipts 47

Num 4.7 Subtraction with all its meanings
Num 4.7/5 Unpacking the parcel 48, 49

Num 4.8 Subtraction up to 20, including crossing the 10 boundary

Num 4.8/1 Subtracting from teens: choose your method 47, 50, 51
Num 4.8/2 Subtracting from teens: “Check!” 47, 50, 51
Num 4.8/4 Gift shop 47

Num 4.9 Subtracting up to 99

Num 4.9/2 Subtracting two-digit numbers 47-51
Num 4.9/3 Front window, rear window 47, 52

Num 4.10 Subtracting up to 999

Num 4.10/2 Subtracting three-digit numbers 47, 53, 54
Num 4.10/3 Airliner 55, 56
Num 4.10/4 Candy store: selling and stocktaking 47, 57

Num 5 Multiplication

Num 5.4 Number stories; abstracting number sentences

Num 5.4/1 Number stories 58-61
Num 5.4/2 Abstracting number sentences 58-61
Num 5.4/3 Number stories, and predicting from number sentences 62-64

Num 5.5 Multiplication is commutative; alternative notations;

binary multiplication
Num 5.5/1 Big Giant and Little Giant 65-67
Num 5.5/2 Little Giant explains why
65-67
Num 5.5/4 Unpacking the parcel (binary multiplication) Alternative notations 66

Num 5.6 Building product tables: ready-for-use results

Num 5.6/1 Building sets of products 68-80
Num 5.6/2 “I know another way.” 68-80
Num 5.6/3 Completing the product table 81
Num 5.6/4 Cards on the table 72-80, 82
Num 5.6/5 Products practice 72-80, 82-86
Num 5.6/6 Multiples rummy 87-92

Num 5.7 Multiplying 2- or 3-digit numbers by single-digit number

Num 5.7/1 Using multiplication facts for larger numbers 93
Num 5.7/3 Cargo boats 94-96

Num 5.10 Long multiplication

Num 5.10/2 Treasure chest 67-71, 97

Num 6 Division

Num 6.3 Division as a mathematical operation

Num 6.3/1 Different questions, same answer. Why?
98-100
Num 6.3/4 Mr. Taylor’s game 100-102

Num 6.5 Factoring: composite numbers and prime numbers

Num 6.5/1 Factors bingo 103
Num 6.5/2 Factors rummy 104, 105
Num 6.5/4 The sieve of Eratosthenes (Also in Num 1.12) 8, 106

vi
Num 6.6 Relation between multiplication and division
Num 6.6/1 Parcels within parcels 107
Num 6.7 Using multiplication results for division
Num 6.7/1 A new use for the multiplication square 108
Num 6.7/2 Quotients and remainders 109-111
Num 6.7/3 Village Post Office 108, 111-113

Num 6.8 Dividing larger numbers

Num 6.8/1 “I’m thinking in hundreds . . .” 114, 115
Num 6.8/2 “I’ll take over your remainder.” 114, 115
Num 6.8/3 Q and R ladders 116-122
Num 6.8/4 Cargo Airships 123-127

Num 7 Fractions

Num 7.1 Making equal parts

Num 7.1/1 Making equal parts 128-133
Num 7.1/2 Same kind, different shapes 134-136
Num 7.1/4 Sorting parts 137-139
Num 7.1/5 Match and mix: parts 137-139

Num 7.2 Take a number of like parts

Num 7.2/1 Feeding the animals 140-146
Num 7.2/2 Trainee keepers, qualified keepers 147, 148
Num 7.2/3 Head keepers 148-150

Num 7.3 Fractions as a double operation; notation

Num 7.3/1 Expanding the diagram
151-154
Num 7.3/2 “Please may I have?” (Diagrams and notation) 153-155

Num 7.4 Simple equivalent fractions

Num 7.4/1 “Will this do instead?” 156
Num 7.4/2 Sorting equivalent fractions 157, 158
Num 7.4/3 Match and mix: equivalent fractions 157, 158, 162

Num 7.5 Decimal fractions and equivalents

Num 7.5/1 Making jewellery to order 159
Num 7.5/2 Equivalent fraction diagrams (decimal) 160
Num 7.5/3 Pair, and explain 160-162
Num 7.5/4 Match and mix: equivalent decimal fractions 161, 162

Num 7.6 Decimal fractions in place value notation

Num 7.6/1 Reading headed columns in two ways 163, 164
Num 7.6/2 Same number, or different? 163, 164
Num 7.6/3 Claiming and naming 165-169

Num 7.7 Fractions as numbers. Addition of decimal fractions in

place value notation
Num 7.7/1 Target, 1 170
Num 7.7/2 “How do we know that our method is still correct?” 171

Num 7.8 Fractions as quotients

Num 7.8/1 Fractions for sharing 156, 172, 173
Num 7.8/2 Predict, then press 173, 174
Num 7.8/3 “Are calculators clever?” 175
Num 7.8/4 Number targets by calculator 176

Space 1 Shape

Space 1.8 Parallel lines, perpendicular lines

Space 1.8/1 “My rods are parallel/perpendicular” 177-179
Space 1.8/3 Colouring pictures 177-181
vii
Space 1.10 Comparison of angles
Space 1.10/3 Largest angle takes all 182, 183

Space 1.11 Classification of angles

Space 1.11/1 Right angles, acute angles, obtuse angles 179, 184
Space 1.11/2 Angle dominoes 185, 186
Space 1.11/3 “Mine is a different kind.” 186. 187
Space 1.11/4 “Can’t cross, will fit, must cross.” 184, 188, 189

Space 1.12 Classification of polygons

Space 1.12/1 Classifying polygons 190
Space 1.12/2 Polygon dominoes 191
Space 1.12/3 Match and mix: polygons 179, 192

Space 1.13 Polygons: congruence and similarity

Space 1.13/1 Congruent and similar polygons 193
Space 1.13/2 Sides of similar polygons 194
Space 1.13/3 Calculating lengths from similarities 195

Space 1.14 Triangles: classification, congruence, similarity

Space 1.14/1 Classifying triangles 196, 197
Space 1.14/2 Triangle dominoes 198, 199
Space 1.14/3 Match and mix: triangles 179, 196, 197
Space 1.14/4 Congruent and similar triangles 200, 201

Space 1.15 Classification of quadrilaterals

Space 1.15/1 Classifying quadrilaterals 202-204
Space 1.15/2 Relations between quadrilaterals 202-204
Space 1.15/3 “And what else is this?” 202-204
Space 1.15/4 “I think you mean . . .” 202-205

Space 1.17 Inter-relations of plane shapes

Space 1.17/1 Triangles and polygons 206
Space 1.17/3 “I can see . . .” 205, 207
Space 1.17/4 Triangles and larger shapes 208, 209

Space 1.18 Tessellations

Space 1.18/1 Tessellating regular polygons 210
Space 1.18/2 Tessellating other shapes 209

Space 2 Symmetry and motion geometry

Space 2.1 Reflections of two-dimensional figures

Space 2.1/1 Animals through the looking glass 211, 212
Space 2.1/2 Animals two by two 211, 212
Space 2.1/3 Drawing mirror images 213

Space 2.2 Reflections and line symmetry

Space 2.2/1 Introduction to symmetry 214, 215
Space 2.2/2 Collecting symmetries 216, 217

Space 2.3 Two kinds of movement: translation and rotation

Space 2.3/1 Walking to school 218, 219

Space 2.4 Lines, rays, line segments

Space 2.4/2 True or false? 222

Space 2.5 Translations of two-dimensional figures (slides without rotation)

Space 2.5/1 Sliding home in Flatland 220, 221
Space 2.5/2 Constructing the results of slides 223, 224
viii
Space 2.6 Directions in space: north, south, east, west, and the half points
Space 2.6/2 Directions for words 225-227
Space 2.6/3 Island cruising 228-230

Space 2.7 Angles as amount of turn; compass bearings

Space 2.7/2 Different name, same angle 231
Space 2.7/3 Words from compass bearings 232-234
Space 2.7/4 Escape to freedom 235-238

Space 2.8 Directions and locations

Space 2.8/1 Introduction to back bearings 239
Space 2.8/2 Get back safely 240, 241
Space 2.8/3 Where are we? 242, 243

Space 2.9 Rotations of two-dimensional figures

Space 2.9/1 Centre and angle of rotation 244
Space 2.9/2 Walking the planks 245-247
Space 2.9/3 Introduction to rotational symmetry 248, 249
Space 2.9/4 Match and mix (rotational symmetries) 249, 250
Space 2.9/5 Match and mix (line symmetries) 249, 250

NuSp 1 The number track and the number line

NuSp 1.7 Unit intervals; the number line

NuSp 1.7/2 Sequences on the number line 251
NuSp 1.7/3 Where must the frog land? 251
NuSp 1.7/4 Hopping backwards 251
NuSp 1.7/5 Taking 251
NuSp 1.7/6 A race through a maze 251-254

NuSp 1.8 Extrapolation of the number line. Extrapolation of the counting numbers.
NuSp 1.8/1 What number is this? (Single starter) 255
NuSp 1.8/2 What number is this? (Double starter) 255

NuSp 1.9 Interpolation between points. Fractional numbers (decimal).

NuSp 1.9/2 Snail race 256
NuSp 1.9/3 Snails and frogs 257

NuSp 1.10 Extrapolation of place-value notation

NuSp 1.10/3 Pointing and writing 258-261
NuSp 1.10/4 Shrinking and growing 261, 262

Meas 1 Length – The measurement of distances

Meas 1.4 International units: metre, centimetre

Meas 1.4/3 Mountain road 263

Meas 1.6 Different sized units for different jobs: kilometre, millimetre, decimetre
Meas 1.6/3 “That is too exact.” (Power lines) 264
Meas 1.6/4 Using the short lengths (Power lines) 264

Meas 1.7 Simple conversions

Meas 1.7/2 Buyer, beware 265
Meas 1.7/3 A computer-controlled train 266

Meas 1.8 The system overall

Meas 1.8/2 “Please may I have?” (Metre and related units) 267, 268

ix
Meas 2 Area – The measurement of surfaces

Meas 2.1 Measuring area

Meas 2.1/1 “Will it, won’t it?” 269, 270
Meas 2.1/4 Instant tiling 271

Meas 2.2 Irregular shapes which do not fit the grid

Meas 2.2/1 Shapes and sizes 271, 272
Meas 2.2/2 “Hard to know until we measure” 271, 273, 274
Meas 2.2/3 Gold rush 271

Meas 2.3 Rectangles (whole number dimensions); measurement by calculation

Meas 2.3/1 “I know a short cut.” 271, 275
Meas 2.3/2 Claim and explain 276-281
Meas 2.3/3 Carpeting with remnants 282-287

Meas 2.4 Other shapes made up of rectangles

Meas 2.4/1 ‘Home improvement’ in a doll’s house 288, 289
Meas 2.4/2 Claim and explain (harder) 290-295
Meas 2.4/3 Net of a box 296
Meas 2.4/4 Tiling the floors in a home 297, 298

Meas 2.5 Other shapes convertible to rectangles

Meas 2.5/1 Area of a parallelogram 299
Meas 2.5/2 Area of a triangle 300-302
Meas 2.5/3 Area of a circle 303

Meas 2.6 Larger units for larger areas (square metre, hectare)
Meas 2.6/1 Calculating in square metres 304, 305
Meas 2.6/2 Renting exhibition floor space 306, 307
Meas 2.6/3 Buying grass seed for the children’s garden 308, 309
Meas 2.6/4 Calculating in hectares 310
Meas 2.6/5 Buying smallholdings 311-312

Meas 2.7 Relations between units

Meas 2.7/3 “It has to be this one.” 313, 314

Meas 2.8 Mixed units

Meas 2.8/1 Mixed units 315, 316

Meas 4 Mass and weight

Meas 4.4 Measuring mass by weighing, non-standard units

Meas 4.4/1 Problem: to put these objects in order of mass 317
Meas 4.4/2 Honest Hetty and Friendly Fred 317

Meas 4.5 Standard units (kilograms)

Meas 4.5/2 Mailing parcels 318

Meas 4.7 Grams, tonnes

Meas 4.7/3 A portion of candy 319

Meas 5 Time

Meas 5.8 Equivalent measures of time

Meas 5.8/1 Pairing equivalent times 320, 321

Meas 6 Temperature

Meas 6.3 Temperature in our experience

Meas 6.3/2 “What temperature would you expect?” 322

ALPHABETICAL INDEX OF ACTIVITIES 323

x
USING THE PHOTOMASTERS
The photomasters provided in this volume form
the basis of many of the materials which are
needed for the games and activities described in
SAIL Volume 2.
When photocopying the material, it is good to
use as wide a range of coloured card as possi-
ble. This provides variety for the children, and
is helpful to the teacher for easier sorting. In
general, photocopies are left without any indica-
tion of colour, and there is a free choice from
the range that you have. White paper or card
has been suggested in some cases, for clarity or
for individual colouring.
However, in the interest of economy we have
tried to make the maximum use of space. This
means that some of the activities are spread
over several photomasters. There are also cases
where the same activity uses more than one
pack of cards, and it is best to have these of
different colours. To provide guidance in these
cases, while still leaving a choice of colours
from those available, the following system of
colour indicators is used on some of the cards.
A letter followed by a number, e.g., col. A1, ap-
pearing on several photomasters, indicates that
a set of cards for a particular activity is spread
over several pages, which will therefore all need
to be printed the same colour. So you might
decide to print all photomasters marked A1 in
green. If, however, the photomasters are colour-
indicated with different numbers, e.g., col. A2,
col. A3, etc., these should be printed in different
colours from each other, e.g., col. A1-green, col.
A2-blue, col. A3-yellow.
The same letter indicates a set of photomasters
in a colour relationship to each other. The same
xi
number indicates the same colour. A different
number indicates a different colour.
The foregoing only applies to that particular set,
with the same letter, and not to the same number
in any other set bearing a different letter. E.g.,
col. A1 and col. D1 have no relationship to each
other. Neither do col. AA1 and col. A1. Also,
the codings in SAIL Volume 1A and SAIL Volume
2A are independent.
Some activities are for pairs or trios, in which
case extra copies may be useful. Extra copies
may also be useful if some of the boards are
used in more than one activity. Where this is the
case, it is indicated thus: e.g., Num 5.6/1,2.
Those who are not able to photocopy directly
onto coloured card may choose to use coloured
paper and then to stick this onto card before
laminating and cutting out. As an alternative
they may be photocopied onto white paper and
mounted onto coloured card. This can look very
effective. In this case the colour indicators may
be used as a guide to the colours of the backing
card. Note that some of the little cards, used
with the boards, need to fit the spaces provided.
The photomasters are the right size for this.
Photocopies can be enlarged or mounted on
larger boards, but some thought should be give
to storage, extra cost, and the amount of table
space that may be needed when they are in use.
Uniform storage bags in boxes take up less shelf
space, and can be kept in sequence for easy
identification and retrieval.
All Start, Action, and Result cards should be
marked on their backs S, A, and R respectively.
The asterisks in the photomasters are there as
reminders to do this.
xii