CAMBRIDGE PRIMARY Mathematics Skills BuilderCAMBRIDGE PRIMARY Mathematics Skills Builder Name: Contents Numbers Probabiy 5455 Number sequonces Mutipiction and sion 56-59 Lines o7d On gS smnnsen Lows of athmato nn 0-81 Transtorming shopO8 mn Fractions. dacinals and patcentoges..62-69 20 shapes, Rio and proportion 70 Number in Anciont Goce. Malic and impeti measit68 nen 7278 Decimal Moro tne 70.76 More numbers 20 shopes re Tien Cosesinetes 79-20 ‘ea and perimeter. 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They Inirodue core sonceps ad. ae can be wd a retson ‘ge. Thos sections shoo bred wth a ad eho ‘an chek thet the lamer anderands the mater! blare sreniping the acts, + Nacsa ee with cl thera portculely when English sn thelr ng. Leura shoo ead trough the key wicbulary Whee cemay they stole encouraged to ry aie sdentndng by sng mathe dior of ely, ‘byseldng dul hp, + ints prompt and asta bling ones, al tee thekeraee ithe gh ects. ‘Youvil aged sveslennerstexhers sn pares lit of resources each acti Phatcoplable resources ts prvi the end fhe a, Fee usombly ia las oe bore, Links tothe Carve netonlRoaustions Primary -Mathenatios Carica Framewor ajectines nd the cwrenpning Card Pray Malema Teachers Resource are given the nex a every page aleulatos shld Rene lp ener sinderstand numbers and he number tem, acladig place value and uopurt of nasher Fram Sage 5 ares or expected "om oasne pftet in wng cles in poropite ‘toa Thisbonedavlupe ie aun owls of umber wethoura cate bough clclatns can 3e sell fe ceakng wore Note Wena opine sind sua paperclip at on he page so theend mover thecenteofteapiner Place the peel plain te cede ofthe plans doug te perp, Hold he perl fem end opiate pape io perce ei LA ‘Tracking progcess ‘Answer closed questions av given ete back athe bok: ‘thesealow aches, pure end amet fo ches that wok, ‘Wen completing each stv cachet nd pares ate avis to eaconrige sl sort by aking the sents Ihow straightforward hey fund the atv. Whe ene rearing on ges they valid eocider ow challenging the nahemits was, not who won. Leames cud wea 7X weld _ren cousin yo reco hr slFasesment or eich sey ‘Toee nests rove teacere ond panes whan undersanding of best support in dal earner’ est steps.Place value, ordering and rounding (whole numbers) Remember Place value The ten digits 0, 1, 2, 3, 4, 5, 6, 7, 8 end 9 are used to build up numbers Multiplying and dividing by 10 and 100 When you multiply numbers by 10/100) 1000 ali the digits move 112/3 places to the left. When you divide numbers by 19/100/ 1000 all the digits move 1/2/3 places to the right. ‘Comparing numbers = means is equal to, < means is less than onc > means is greater than. Rounding numbers. When rounding to the nearest 10 lock at the units digit, when rounding to the nearest 100 look at the tons digit anc when roundiag to the nearest 1000 look at the hundreds digit, so 8364 rounds down to 8000. Positioning numbers on a blank number line Example: Draw an arrow to mark the position of 3500 on the blank number tine Moe 0 70000 Answer: 3500 0 5000 10000 Tes helpful to mark 5000 halfway olong the tine free Oe en Gr ON, Oat, Techs Race 4.2.841 Here is a place-value chart. 100000] 200000 300000] 400900) 5000 700000] 800000 400000 9000/2000) 30000] 40000] 50000) 70000| 20000 1000/2000] 3000 5000) oa 7000] 8000] 9000 too] 200[ 300] 400) 600[ 700] 800/400 jo] 20; 3040] So] 60 of —g0| a0 0) Here are four numbers. 009 90009 9000009 9000009 What number is represented on the chart? ‘Write the number in words and in figures. ‘What does the digit 6 represent in the number 654321 You will need to write 6 followed by one of hundred thousand, ten thousand, thousand, hundred, tens, units 3 Circle the number ninety thousand and nine. Complete each calculation. 68000 + 515 x 1000 = 35000 =68 x 100 = 480000 + 1000 = 606 10 100+ = 101 x 100 = 90100 5151 51515 515151 ‘Complete this table to show the numbers rounded to the nearest 1000. Ln 1A nur ane ts (crane Ne, Gd es ono, an, GHP: Teaehers stea Circle the number that is nearest to 10000, 0060 11000-9460 9909 The number could be greater or less than 10.000. 6 Find your height, in rllimetres. Round to the nearest 10 mm. Round to the nearest 100 mm. Round to the nearest 1000 mm. Use the digits 3, 4, 5 and 6 to make the four-digit number that is nearest to 4000, B Use one of the signs <, > or = to make these number sentences correct, 5x 1000[ | 50000 + 0 so0s[~_]50000 + 10 500 x 1000[] 1 million 9 Estimate the number marked by the arraw on the number line. | wee 0 10000 10 This number line is from zero t0 one millon. Write the letter of the arrow that points to the number 50000. A BoC D oO 0 1 malion Uni sa rier ans pri sng 20h Teaches Rasen 1, 12,81Multiples, factors, odd and even numbers Remember Finding common multiples List the multiples, ther inspect the lists to find the ‘common muitiples Example: Find common multiples of 4 and 5, Multiples of 4: 4, 8, 12, 16, 20, 24, 28, 32, 36, 40 Multiples of 5: 5, 10, 15, 20, 25, 30, 35, 40 20 and 40 are common multiples of 4 and 5. 20 is the lowest common multiple of 4 and 5. A general statement is « rule that clways works. ‘You might be asked to find examples that match a general statement or find a counterexample to show that. a statement is fase. Example: The sur: of three odd numbers is always odd, Particular case: 1+3+5=9 General case: odd + odd + add = ede QPS? N @ 1 You can use a factor tree to find factors of two-di numbers, for example ‘You wil need: « set of 1-10 rrumber cards and « set ef ‘target number cards from Resource 1, page 81, for activity 2; a set of (10 number cards for activity 3; keep the additional O and § cards for Unit 18 Vocabulary 29, even, multiple. commen rastpie “actor genera stolurrent oduct ime punter Hint: Be careful not to confuse factors with multiplies. Use a dictionary to check the meaning of mathematical words if you You know you have completed the factorisation when the numbers on the top row are all prime numbers Bulld up factor trees for these numbers. 18 20 36 40 cP tema Bins ihn 8 32 a ents Panes no vFinding factors - a game for two players Use the 1-10 number cards and target number cards: 12 14 15 16 18 20 21 24 25 we 30 32 36 40 42 Shuffle the target cards and place them face dawn in a pile. Shuffle and share out the 1-10 number cards between the players, Turn over the frst target card. Each player looks at their number cards to see if they have a card that is a factor of the target number; if so they put it down in front of them, Players can only play one card each turn. Play continues until one player has laid down all their number cards. This player is the winner. Hint: You. have draw factor trees for some of the target numbers in activity 1 ‘You might find it useful to draw factor trees for the other numbers. Some of the 1-10 cards are more useful than others. ‘Which is a useful card to have? (Odd and evens - a game for two players Players are designated A and B. Each player shuffles their 1-10 number cards and places them face down in a pile Both players turn over the top card from their pile. Ifthe product is even player A gets a point, ifthe product is ee odd player B gets a point. The first player to 10 points eae Pa wins the game. Look at the results for some of the calculations xIt1213 The even products are shaded 717 ial 3 Complete these general statements about the products of [> odd and even numbers: HS 3/3/64 odd x odd = 4 odd x even or even x odd even x even = ai tAcrunbar nd poate cera (Ge ramoucr he Sn. Sh BAF aoe Resren9.,024 The example shows a way of finding common multiples by writing the first ten ‘multiples for each pair of numbers, then «irdling the common multiples. Draw similar diagrams for these pairs of numbers ‘Unt 8 tne se! probon ing CPM ron ns EAR ene hrs Passe 9128Prime numbers Remember AA prime number has excetiy two factors. NOTE: 1 is not a prime number, It has only one factor (1), Examples of prime numbers: 2, 3, 5, 7, 11, 13, 17, 19 Vocabulary prime nurnbor tector 1 Here is « number grid from 1 to 100. 1] 2[ 3] 4{ 5[ 6] 7] 8] ¢] 0 [a1 | 12 | 13 | 14] 15 | 16 [17 | 18 | 19] 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 31 | a2 | 33 | 34 | 35 | 36 | 37 | 38 | 30 | 40 at | 42 | 43 | aa [45 | 6 | 47 | 48 | a9 | 50 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 00 ot | 62 | 63 | 64 | 65 | 66 | 67 | es | 69 | 70 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79] 80 81 | 82 | a3 | 24 | as | a6 | a7 | a8 | 29 | 90 at | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 Use the grid. Follow these instructions. + Cross out the number 1. + Shade in all the multiples of 2 except 2 + What do you notice? Can you explain what you see? + Shade in all the mutiples of 3 except 3. + Some numbers had already been crossed out. Which ones? + Shade all the multiples of 5 except 5, then 7 except 7. ‘What do you notice? Now look at your grid. What is special about the numbers that you have net crossed out? ‘The process you have followed is known as the Sieve of Eratosthenes after the Greek mathematician who fist used the idea to find prime numbers up to 100. st Asner an eb eng (CPuamenatane rt Peo, Tsar esau 292. Find two different prime numbers that total 9, +f ]-8 Find two different prime numbers that total 16. +[_J-16 3 Use the clues to find the two prime numbers less than 20, Prime number 1: This prime number added to 3 is a multiple of 8 Prime number 2: This prime number is one more than a multiple of 4 Hint: Try listing all che prime numbers less than 20 and cross out the ones that do not satisfy the clue. 4 Shade all the prime numbers in this gra. ‘What letter is revealed? 4] 2)]13| 5] 8 1] 3a | 1] a] ts r}u}ml7|e a} a7] a] 15 | 12 12) 5] 16] 4 | 14 5 Draw a path between the two shaded numbers on this grid, You may pass only through prime numbers. You must not move diagonally. 111} 15 | 7] 5 wiz} s|1|2 st 1: hater ar posto stiog ‘ce aman 9 PaO Tents Rapa 2P Multiplication strategies Remember You will need: Multiplication strategies ‘counters for You should learn and remember some mathematical facts, for example activity 3 ‘multiplication facts up to 10 x 10. You can use these facts to wark mentally, You con use strategies such as: + using place value and multiplication facts Wey) ‘+ multiplying pairs of multintes of 10 ee + multiplying near multiples of 10 by multiplying by the multiple and vee edjasting + multiplying by halving one number and doubling the other. Practise these strategies using the examples in this unit. 1 Using place value and multiplication facts Examples:08x7=8+10)x7 — 48+6=(48+10+6 =Bx7+10 = 48 + 6) +10 =56+10 =8+10 =56 =08 Now try these, 09x8= 0.6x7 = 6324 5.b+8= 2 Multiplying pairs of muttiptes of 10 Examples: I know that 3x4= 12 Tknow that 6 x 4 = 24 50 30 x 40 = 1200 50 600 x 40 = 24 000 Now try these. 70 x 80 = 40x90 = 300 x 70 = 400 x 60 = aw tA ni an bir sing (Cova lc. Se, es! ONE'S eNo%6, BP, Ps Teaches eure?3. Three ina row ~ a game for two players Use counters or cross aut the numbers on the grid Take turns to choose a caleulation to work out. Say which you are working on and find the answer on the grid Pur a counter on the answer The winner isthe frst to get three in « row. Calculations 30x60 30x50 50x40 40x60 30x 600 30«500 550x400 40x 600 300% 60 300x50 500x40 400x 60 300x600 300x500 500x400 400 x 600 2000 |2000001 1s000 | 18000 Hint: Some numbers are repeated on the grid, for example 15000 ‘which ts the answer to 30 x 500 and 300 x 50. ft 24000 | 18000} 2400 | 1500 | 15000 | 24000 | 20000 | 1800 249000| 180000 150000 | 20000 4 Multiplying near multiples of 10 by multiplying by the multiple and adjusting Examples: 16 x51 =(16 x50)+ 16 16% 49=(16 x 50)~ 16 = 800+ 16 = 800-16 =816 = 784 Now try these. 1x41 = 17%39= 14%29= 14x31 = OPA fancwer N,N ENN ONT ENNE GP, Pa esha Ronse 3 135 Multiplying by halving one number and doubling the other Examples 16 x5 is equivalent to 8 x 10 = 80 7x8=56 15 x 18 Is equlvalent to 30 x 4 = 270 50 14x4 = 56 and 28 x 2=56 Now try these 5x 14= 45% 16= 35x 24= 15x 14= Write a set of related jacts, starting with @ x 8 = 72 Write a set of related facts, starting with 3 x 16 = 48. Circle each multiplication that gives the answer 2400, 60x 400 40x60 80x300 20x 120 7 Complete this number sentence a5x8-[ ]x2 i1xto=[ |x 8 Use the fact that 6 x 7 = 42 to complete the diagram 42+7= 6. -0.6x Jena o7x6-\ | Ln sa uot an tim song (CPI teaon i: Os) ONCTN SNES, SNe“, OP, Pa Teaches Hesowes 2The numbers in a sequence are called terms. aa, To work out the rule or pattern for a sequence, look at the differences ane between consecutive terms. +04 401 +0, re een geo 08 09 1 1 The pattern or rule is + 0.1 1A sequence starts at 300 and 40 Is subtracted each time. 300 260 220 180 What is the first number in the sequence that is less than zero? 2 Write the next two numbers in each sequence. 15, 1.6,17,18,19,[ J, Vi itaat Larbaadl) | 1007, 1005, 1003, 1001, | 3) Work with a partner for this activity Write a sequence where the terms + are multiples of 3 + are odd numbers + are multiples of 6 + include 25 and 33. ‘Swap sequences with your partner and ask them to identify the rule you used. ‘Agree on the rule and record your results Unit renner on peste cog Pu eamenerc ota ENS GO, ea ne 3 154 The numbers in this sequence increase by 3 ecch time, 3, 6,9, 12... ‘The numbers in this sequence increase by 7 each time. 7, 14, 21, 28 ‘What is the smallest number that is in both sequences? 5 Alana makes a sequence of numbers. Her rule is to add the same amount each time. =] — 5 ‘Write the missing numbers. Hint: If you do not recognise the sequence, use this method, Number of jumps = 4 Difference between largest and smallest number = 20 20+4=5 sone is 45 The numbers in these sequences increase by the same amount each time Find the missing numbers [2) @ Oo 7 Here is part of a number grid Here is another part of the same grid 12[3/4 Write the missing number, p= slel7[s |96[t [1011/1] Lic 13]14/15| 16) yh hod | 8 Here is a sequence made from circles. The sequence continues in the same way. Draw the next two diagrams. 8 SP oB™ coo sia pee pattern 4 Complete the table 1,2]; 3af}4]s}e6]7]8]a4]ro 24,4 ‘What is the rule for the sequence? 16 OP tema Se On Ca acts RecDrawing and measuring lines and angles Remember ‘When drawing lines and angles, take care :0 position the ruler or protractor carefully ‘and always count from zero, Lines are measured in centlmetres (crn) or millimetres (mim). You will need: raler, protractor iW TMT 0 10 20 30 40 50 60 70 80 90 100) mm) Angles are measured in degrees () This angle is 45° 1 Here isa right-angled triangle Measure the shortest side in centimetres. Measure the longest side in millimetres Measure the two acute angles. Find the sum of the two angles Hint: The sum of the two angles should be 90° 2 Draw anew line 4 centimetres longer than this line ss 18: Yass sr postr eshng UN 96; Qasr andre arg ‘CPM ramatak h ONNG, 68,€>2; acer ature 2.957 Pa3 Measure the angles marked «, b and c 4 Here are four tines labelled. A, 8, C and D. ———— B c D pe Measure the length of each tine Write your answer in milimetres and ix centimetres A mn om B mn ic mm om D mm Draw a straight line 3 cm shorter than line C. Draw a different line 4 cm longer than line D. 5 Draw each of these angles 50° 100° 135° 75° 3. BP: Teachers Resource 5.2, 95.1 mYou will need: Types of angle ruler, hie a protractor : @ straight line 1s 180° Vocabulary W° isa ie -goule. objuse, "ght angle ce anglas ore vert vertices less than 90° obtuse angles are ‘than 90° Calculating angles sa Angles at 2 point Angles a tangle arbte= 360 athte= eae b 1 Draw and cut out a triangle. Tear off the three comers and rearrange them to make a straight line What is the sum of the three angles? Hint: The sum of angles on a (eee eee orm tee) line = the sum (eee eee orm tee) angles in a triangle. 2 Find the size of each angle marked with a letter The diagrams are not drawn accurately coMhonanok 0.5 ad Soa arco 193 Drawing and estimating the size of angles in a triangle ~ an activity for pairs Player 1 draws a triangle and lebels the A : vertices A, B and C. or Both players estimate the size of the three C BC: 1B angles and record their measurements. Players measure the size of the angles and compare them with their estimates. For each angle, the player with the closer estimate scores 1 point. The winner is the player with more points after five rounds. Record two of your results here: Draw your triangle here: Es the estimated angle Mis the measured angle Draw your triangle here Es the estimated angle Mis the mecsured angle ast 1: Gaon an rable ing Sei eros et, 8, PSH, aha Reco 4Transformations on a grid Remember Hc) Draw the reflection of a simple shape Ey pai chee th a mirror line touching it at one point, tracing paper ‘where the edges of the shape are not ecessarily parallel or perpendicular to Vocabulary ‘the mirror line. 1 aia ‘reneaton soto, Draw the position. of a simple shape ee after it has been translated, for example peninonioies. B units to the right and 2 units down. Pe, oe 1 Draw the position of a simple shave LL after a rotation of 90° or 180° about I 1 a vertex 1 The quadrilateral is translated so that point A moves to point B. Draw the quadrilateral in its new position Hint: The shape remains exactly the same. You may find it useful to draw the shape on tracing paper and then rove it on the gr, 2 Describe the translation that moves shape A to shape B, Hint: Describe the movement across the page first, and up or down second. Unt 10: Georey nt pb sig (comparanok Odea haci’sRemnurce 199.70 108 vapes Draw the reflection of the shaded shape in the mirror line. Hint: The shape will be flipped over in @ reflection. Use tracing paper to help you. Draw two more circles on the grid to make a design that has a line of symmetry Hint: Mirror lines may be vertical, horizontal or diagonal Here is a shaded shape drawn on a square grid. ‘The shape is rotated 180° about point A Draw the shape in its new position on the grid. Hint: Using tracing paper also helps with rotation + Copy the shape. + Place it on top of the original shape, put {pencil through the cross and turn the tracing paper through 180° to give the new position. This shape is rotated through 40° clockwise about the point marked with a cross. Draw a ring around the diagram that shows. the correct position of the rotated shape. ie Lit sc: Gaomat end pb sine (CP teewk od: Tachery esses 10,702,403,3D shapes Remember ‘The shape of the two parallel the prism its name. peabeay Cubes and cuboids a ee ‘foes, vortex (ertices).edges, God o ~ cube triangular prism hexagonal prism The shape of the base gives the pyramid its name. The other faces are aiviays triangular AL A ere triangulabased —_hexagonat-based ‘pyramid or tetrahedron Pyramid eee what {looks like wher opened out flat. The nets ‘of prisms wil always have two identical faces; the nets of pyramids will hhave a base shape and all other faces wit be triangles TThe net of a cube is constructed from vertex 6 square faces It can be folded to form a cube. Pedro makes two solids a equilateral triangles. oe Complete the table showing octahedron’ ‘tetrahedron. the properties of these solids Hint: When you are using a picture to help edges and vertices remember that some are 1 count the number of faces, idden from view. Unit 70: Marra lr ing Unt 90: Geometry wd poise song \GPUearaverk OSs Oded OP Tethers Pasouce 82 83,757,508pz Here is information about a three-dimensional shape. Girele one name to identify the shape. triangular prism —triangular-based pyramid — square-based pyramid pentagonal prism Fatima makes a model of a prism. Which one of these nets could she use? A 8 c D Here is part of a net for a different triangular prism. Use the grid to complete T the drawing of the net. } Here is the net of « 3D soli. ‘The net is folded to make a solid. Look at the edge marked Aon thenet. A Write B on the edge that it joins to when the net is folded up. What is the name of the solid? ls 4 Hmose and tbls Ui 9C: Gace rebirnsing Shut mavenrs 2 es PU ahs ese 3,88, 35Numbers in Ancient Greece Pythagoras was born about 580 BC on the small island of Samos in the Aegean Sea. He was on outstanding mathematical thinker who founded an academy. He taught orally and did not write down his ideas but itis known that he and his fellow mathematicians laid down the Joundations of number theory and computation. ‘The Pythagareans were fascinated by the gzometrical shapes that they could make using numbers of pebbles or dots drawn in the sand, for example triangular numbers, square numbers and the relationships between ther. ‘These are the triangular numbers: Dig. 80 Ba, 1 a 10 8 ‘and these the square numbers: 8 a ee es 8 143=4 346210 6410216 10415=25 and here they are shown, together: Answer these questions on triangular and square numbers 1 Draw the next pattern in each of the three sequences above. 2 Find the missing number in this number sequence. 13,610, = 521 3 List the square numbers up to 100. 4 Jodi is thinking of a square number. She rounds it to the nearest ten Her answer is 20 What number is she thinking of? ‘yt 2%e eran etiam og, Un Ac bar ad prose ok) ‘CPaearawet Hr M2, SPs, OPO once Waxbuce 112,20Olly uses cubes to make a pattern © & de i How many cubes will he need to make the next model in his sequence? Use four different square numbers to make these calculations correct. + 10 =20 The Pythagoreans found. patterns when they looked at the 2g numbers of dots or pebbles Oo C they needed to add on to ane 1st square number 2nd square number 3rd square number ‘square number to make the needs 3 more needs 5 more next square number Colour the patterns for the next seven square numbers, then complete the table What patterns can you see? Squarenumber | 1]2]314]5]6]7]8] 4] 10] Number of dots | 1 | 4 | 4 | 16 100 Number of dots added | 3 it 2h br ad tbl slg, Uni 3: ber ar prob sen (CPM weno en's ene, BP, Gee eactara Rasauce 12 ZAThe decimal system You wil nese Place value sinners for ectvity The postion ofa digt in « number gves 5 resource 2, page its value, The decimal point separares 2, for activity 6 ‘whole numbers from detimal places. a Read os fifty-seven point zeroeiaht, (5 | 7 $0 | 8) Multiplying and dividing by 10 and 100 eae Use the sanve rules os those used for whole numbers (see page 4) een Examples: 256+ 100-356 47x10=47 Rounding numbers When rounding to the nearest tenth took at the hundredths digit, for example 46.45 is 46 5 to the nearest tenth. When rounding to the nearest whole number lock at the tenths digit, for example 46,45 is 46 to the nearest whole number. Ordering decimals Example: Order the numbers 5.22, 2.5, 0.52, 2.05, 5.02 starting with the smallest number, Start oie all numbers with the same number of decimal places (Write 2.5 as 2.50) then look at the digit with the highest place value, inthis case units, then look at the tenths to give: 052 205 250 502 5.22 1 What does the digit 7 in 3.75 represent? What does the digit § represent? == Hint: You must give the numerical value and the place value in your answer. 2. Place value challenge - a game for two players Take turns to spin the spinner and write your number in any cell on the game board. The winner is the player with the higher number when all the boxes have been file. Game 1 Game 2 CEM euch ENE, NN, wae ene ek Ca3 Complete the table, Use the numbers from question 2 4 Round 1.355 metres to the nearest metre, - Round $5.34 to the nearest 1 cents, Hint: This is another way of saying ‘round to the nearest tenth’ 5 Multiplying and dividing decimals - a game for two players Each player will need counters (or you could eross out the numbers in the grid) and. 4 copy of the grid. oes | 540] 38 | 1 | 54 ea | 100 | 007 | 380 | 65 oa | 038 | 70 | 700 | 054 650 | 5400 | 01 | 940 | 1000 10 54 65 38 O07 44 x10 x100 +10 +100 Take turns to choose @ number and an operation and work out the answer. Jf your partner agrees with your answer you put one of your counters on the answer in the grid The winner is the first to get three ina row. Unt 24: thr an pcb soling ‘GPa reve El ENN Rd, nt, Gh Tacs ese 29 1286 Ordering decimals - a game for two players Shusfle the cards from the resource and place them face down. Turn over the top card. Players decide in which box of the frst row of boxes to place the number. Continue to fil in the other three boxes The alm is to write the four numbers in order, from smallest to largest. The winner of the round is the player whose numbers are written in order or who has more rnumbers In the correct order Play 5 rounds. Player 1 Player 2 Round 1 Winner Round 2 | L Winner Round 3 | Winner Round 4 Winner Round 5 IL Winner nn 2s ne wero ig COM trarawork &Nrd, Sti, Nn, ENN, ENG; Teacher's Pescurce 121, 12.3 adAddition and subtraction of decimals Remember Addition of decimals You will need: resource 3, page 83, for activity 2 Subtraction of decimals 32.5 20411 +15 5 La 1 Here are five number dises. ~ ©) ©) @3) @4) Gs) ) (04) @s) As Use each disc once to make the total along each line 1 HX) Hint: If you find problems of this type challenging try cutting out dises and placing them on the grid. Ieis quicker than crossing out or rubbing out! 2 Sumo 10 - a game for 2-4 players Place the cards from resource 3 in a random order, face down on the table. Players take turns to pick up two differently sized cards. If the cards make a correct sur the player keeps the cards, otherwise the cards are replaced in their original postion on the table. The winner is the player with the most matching pair. Compiete these missing number problems. 46+[ ]-10 5.6 +[ si4{ |-10 302+[ ]-10 10 Unit 2 Kb wa ber slg (ewan a 2 ee, SNC, "2, PN Pet Taner Rascme 192, 123 Find the pairs that total 1 on this grid. ost | 026 | 037 | a7 | 5a t 092 | 008 | 075 | 089 | 65 024 | 019 | 063 | 025 | 058 | - / lake a similar grid and o.11 | 081 | 0.49 | 0.76 | 1000 | | challenge ajriend to find the pairs Look at this example that shows how you can start 78 with doubling 78 and derive double 7.8 or double 0.78. f aa Double 78= 15.6 (double 78 + 10= 156+ 10 = 15.6) 140 16 Double 0.78 = 1.56 (double 78 + 100 = 156 + 100 = 1.56) \ Le Use this method to work out the following: 186 + double 34, double 3.4 and double 0.34 + double 69, double 6.9 and double 0.69 Calculate: 63.44 325 358+ 129 1294734 439-217 342-194 218-196 an ntti (CPM amenerk GNe1, 6Nc2, 6Nc8, BNt1, @Ne12, BPH, €Pmnt; Tonohwrs Hesowrce 22, 12.3 31Positive and negative numbers Remember To find the difference between positive and negative numbers, Yeti pasiges: use a number ine, for example the difference batween ~3 and 4 is 7. resource 4, page 84, 3 ‘for activity 7 4 TES ese ci ens Vocabulary To find the difference between two negative numbers, use eee number line, for example the difference between —1 and -5 is 4 mean a : 6 5 4 3 2 Hl aie 8 1 Zoe and Mia record the temperature each day for a week. nk APC fk Oc 1C -BC HC =1PC BFC BPE colder than -3°C. Put the temperatures in order of size from lowest to highest Zoe and Mia play outside when the temperature is above freezing, + How many days did Zoe and Mia play outside? + How many temperatures are below 1°C? + What isthe lowest temperature? 2 Find the difference between the numbers in each pair. Mane Us amber 5and-3 line to help you. 6 and-2 ~6 and 1 Sand 0 Uh tn a pote eng 7 (CPM femewors 611, ENTS, 62: Teachers Hoeourse 13.4The numbers in a sequence decrease by 3 each time, Write the missing numbers in the sequence. al[s Teount on in equal steps. My first number is ~4, my fifth number is 4, What is my third number? =a) 4 Teount back in equal steps My first number is 3, my ffth number is -3 What is my third number? 31 IFIOE Here is a junction machine for subtracting 3 Complete the table, wa] Seon 22> Work out these temperature problems. + At 08.00 the temperature was 3°C. By 12,00 the temperature has increased by 5° ‘What was the temperature at 12:00? + The temperature rises from —11°C to -3°C How many degrees does it rise? +The temperature was ~8°C. It rises by 12° ‘What is the new temperature? Compare numbers - an activity for two players Cut out the number cards from resource 4, Place the cards on the grid on the resource so every statement is correct. When you have both finished compare your results and sort out any errors, Record your results, < _|> r ] < ‘|> — Hint: It is useful to start by < > ordering the playing cards Himenonteamccnee eeczy Mental strategies for addition and subtraction Remember : ; 4 You wit noed Adding and subtracting near multiples of 10, 100 and 1000 ete You may find it helpful to tmagine, cr draw, the numbers on a activity 4 umber line and then use strategies such as + 3127 + 4998 ~ 8125 because tt is 3127 + 5000 — 2 which is 8127-2 + 5678 ~ 1996 = 3682 because itis 5678 ~ 2000 + 4 which is 3678 +4 Adding and subtracting near multiples of 1 when adding ‘and subtracting numbers with one decimal place ‘You may find t helpful to imagine, or draw, the numbers on a number line and then use strategies such as: + 5.6+29=85 because tt is 5.6 + 3-01 which 6 86—0.1 + 135-2.1 = 114 because itis 12.5-2-0.1 which is 115-01 ee ees Hint: Try to do the calculation in your Wor out each calculation and recor! your head. If this is not possible, draw a answer, Take turns to explain your method to {number line ar use jottings to help you. your partner. 570 + 250 = 620 ~ 380 = 240 +370=[_ 370 = 240 s7425-[__ | 62-38-[__ 056 +072 063-048 = 24487 o24+[ ]-078 e1-24=[ | o9s-[__]-067 nit ahs mbar art oti sag (SPU emewea No, 6S, Ses, OPH; Tach Resun 42