Natural Maths Strategies Book-4 Final

Natural Maths Strategies – Book 4
Written by Ann Baker BPhil, DipRdg and Johnny Baker BScHons, PhD
Copyright © 2006 Ann & Johnny Baker and Blake Education

First published 2006
Blake Education Pty Ltd

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Series editor: Sante D’Ettorre
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Illustrations: Shiloh Gordon and Oscar Brown
Cover design: Domani Design
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National Library of Australia

ISBN: 1-921 143-41-X
ISBN: 978-1-921143-41-0
1. Mathematics – Study and teaching (Primary). I. Title
372.7
Disclaimer: At the time of publication the bus and train timetables

reproduced in this book contained current public information that
was obtained from the Internet and that is in the public domain.
Contents and Natural Maths Planner
CONTENTS
Introduction vi
Unit 1: Number Sense 2
Unit 2: Number and Measurement 14
Unit 3: Number and Money Strategies 26
Unit 4: Patterns and Sequences 38
Unit 5: Chance and Data 50
Unit 6: Number Situations 62
Unit 7: Position in Space and Time 74
Unit 8: Shape 86
Unit 9: Measurement and Scale 98
Unit 10: Putting it all Together 110
Activity Sheets 122
Task Cards 175
C
Maths Planner o
The Book 4 Maths Planner is the software package provided at the front of this book which
supports the maintenance of planned units of work to cover the syllabus. The Maths Planner
n
has facilities for: t
✒ incorporating the activities from this book and other schemes into a complete
mathematics progression e
✒ maintaining assessment records in conjunction with annotated work samples
✒ summarising class and individual progress. n
Each unit contains two examples of the type of assessment activity that will allow students to
show their understanding of a particular topic. Examples of student responses to these and to t
the problematised situations are given in the associated publications Natural Maths Strategies
Assessment Guide for Book 4 with work samples. This book shows how work samples can be s
annotated to create a portfolio of students’ achievements. The book also gives a summary of
key vocabulary, strategies, representations and understandings that students at this level might
be expected to demonstrate.
© 2006 Blake Education – Natural Maths Strategies – Book 4 iii

Introduction
Introduction
The activities in this book provide starting points for three-part lessons that focus on the big
ideas for teaching maths to 11 to 13-year-olds. It is intended that the activities also be used in
conjunction with the Book 4 Maths Planner CD-ROM, which enables the teacher to maintain
complete class records of progress. Accordingly, the book is organised into 12 units, with each
unit containing mental routines, problematised situations, an investigation, games and assess-
ment activities to match the big ideas in maths. The units are intended as starting points for
teachers to build on to suit the range of learners that they are working with.
The maths curricula are divided into five strands:
✒ Number (including Money)
✒ Space
✒ Measurement
✒ Chance and Data
✒ Patterns and Algebra
i Within each of the strands there are a number of big ideas, or concepts, which focus on the
syllabus. This book is organised into units of work based on the current research into the devel-
n opmental sequence in which students generally acquire those concepts. Guiding the choice of
activities has been the research that suggests that “children are capable of grasping key math-
t ematical concepts at an earlier age than previously thought”. Researchers also “urge teachers
to help students think mathematically rather than merely memorise algorithms and hone their
r computational skills” (see Checkley, K. 1999).
o Three-part lessons
d Both the Maths Planner and this book are much more than a facility to help teachers meet their
syllabus requirements. The activities provide the type of resource needed to implement a
u three-part lesson process. In outline, a three-part lesson includes:
✒ a mental routine to develop the student’s self-confidence and repertoire in
c mathematical thinking
✒ a problematised situation where the student applies their own thinking to a
t situation that they can engage with
✒ a time for reflection in which strategies and solutions are shared, compared and
i formalised, through which:
1. we begin from where the students are
o 2. we build on their understanding through the sharing of ideas
n 3. formal mathematical methods are subordinate to methods that the students invent and
which work effectively for them
4. students learn to value each other’s ideas, working as a community of learners rather
than as individuals.
This approach to the teaching and learning of mathematics has its roots in research findings,
and brings these findings to life through activities that have been found to fully engage stu-
dents in mathematical discovery, discussion and understanding.
vivi © 2006 Blake Education Natural Maths Strategies – Book 4

Unit 3
Number and Money Strategies
Focus
At this age students desire consumer items
(designer clothes, computer games, scooters, CD play-
ers, . . .) without thinking about where the money will come from
or whether their parents can afford such things. The students are naïve
about money because they do not really have money sense. They may not
realise that money is not easy to earn and that it has to cover all the costs of daily
living. The students may never have saved for something they wanted nor worked
out how to raise money for it themselves. All too often students are given money
amounts to compute in contexts that have little immediate relevance to them and where
the prices are not realistic. An emphasis on the procedure does not lead to an understanding
of money.
While students at this stage might be quite capable of computing money amounts and using
strategies such as rounding, taking 10% off or estimating, they may still be naïve about how much
things actually cost. They also may not have formulated why some things are much more expensive
than others, why some things have inflated prices or how quickly money can run out. The activities in
this unit are intended to raise the students’ awareness of these issues by relating number and money
to their everyday life and the interests of learners at this age. However given that their interests are
many and that prices change so frequently, it may be necessary to substitute what is current, desirable
or trendy for the things identified in this unit. Your students will give you the best indications of this.
Context
The context for this unit is Money situations familiar and of interest to students. The activities
explore how money decisions are made, including pricing and money management in con-
texts of immediate relevance to the students. This unit introduces thinking critically
about money and about the price and value placed on things. The money-making
activity provides an opportunity for students to think about the ways in which
people make and manage money. The role of saving and planning under-
pins this activity because it is something everyone needs to do. So
while money is the focus of this unit, the context provides
opportunities to make connections to money in the
real world, rather than just the world of class-
room practice exercises.
26 © 2006 Blake Education – Natural Maths Strategies – Book 4

Developmental sequence
Students at this stage of their development are beginning to:
1. use strategies such as rounding and doing adjustments to work
out totals and change
2. use strategies for multiplying and dividing by the powers of 10, especially
for percentages
3. mentally compute methods of paying correct amounts and of giving change
4. develop realistic ideas about prices and value for money
5. plan how to save for something, and plan how to spend pocket money or birth-
day money
6. realise that money transactions can be made in many ways (EFTPOS, cheque,
credit card, . . .) and that it is possible to spend money that you don’t actually
have.
© 2006 Blake Education – Natural Maths Strategies – Book 4 27

UNIT 3 Number and Money Strategies
PAYING AND GIVING CHANGE
Target strategies Task Card 4 (3 cards)
✒ Paying money amounts using the least number of coins task card 4 task card 4
✒ Giving change using the least number of coins

✒ Counting on to give change
✒ Paying money amounts that reduce the number of coins
M needed to give change
e
Closed questions
n What is the least number of coins I could use to pay exactly
85 cents? Which coins are they?
t If I used a dollar coin to pay for a 65-cent apple, which four
coins including a 5-cent coin would I get for my change?
a
I handed over $1.15 to pay for a 65-cent purchase. Which

l coin would the shopkeeper give me for change?
I paid for a 35-cent lolly and an 85-cent iceblock using a $2 coin. What is the least number of
coins I could get as change and what are they?
r
Open questions
o I used my last 7 coins to pay $1.85 for a notepad. Which coins might I have used?
u I gave a $2 coin to pay for a pen that cost 99 cents. I did not get a gold coin as my change; in
fact I was cross that I got so many coins that weigh down my purse. Which coins might I have
t received as change?
The shopkeeper counted on to give me change after spending $3.65. I gave her a $5 note.
i How might she have counted on to work out my change?
n
Flip questions
e I used 6 coins to pay for a pencil and received 3 coins as change. You can ask me questions to
find out what I paid, which coins I used and which coins were in my change. I will only answer
s Yes or No. Questions could include:
“Did you use two of any kind of coin?”
“Did you use any gold coins?”
“Did your change include any coins of the lowest possible denomination?”
But you cannot include the value of a coin in your question.

Number and Money Strategies 3 UNIT
THE GREAT SAVING
Target strategies Task Card 5 (2 cards)
✒ Developing mental strategies for percentages

task card 5 task card 5
✒ Using 1%, 10% and 50% as landmark percentages

✒ Computing sale prices and savings
Closed questions M
I bought a $15 hat and got a 10% discount. How much did e
I pay for it?
I bought a T-shirt marked down 15% from $30. Which land- n
mark percentage would you use to find out how much I
saved? What was my saving?
t
I bought a $25 CD at a discount of 7%. Which landmark per-
centages would you use to find out how much I paid? a
l
Open questions
I was given a discount of more than 10% but less than 25% when I bought a CD marked at $20.
How much might I have saved and what percentage was that? r
Sample answers: 20% gives $4, and 15% gives $3.
I saved 6% when I bought a book in the book sale. I saved less than a dollar. What might I have
o
paid for the book and how much did I save?
Sample answers: 6% of $10 is 60c saved and $9.40 paid; 6% of $5 is 30c saved and $4.70 paid.
u
One shop marked down their $320 surfboard by 15% and another marked down their $320
brand of surfboard to $276. Which is the better deal?
t
i
Flip questions n
I bought a bargain DVD player which was valued at $300. You can ask me questions to find out
how much I saved on it and what percentage it was marked down by. Questions could include: e
“Did you save more than 10%?” s
“Was your saving a whole number of dollars?”
“Was your saving a 2-digit dollar amount?”

SAVING MONEY
P
R
The activity Activity Sheet 10
O Present the activity and discuss the See, Plan, Do, Check Name Activity Sheet 10
Saving money
B model. Then ask the students to express the problem in

their own terms and plan a method for getting started. Tell
Kris and Carolyn are sisters and are saving for an MP3 player.
They have asked their mum if they can work to save up for it.
Their mother said yes but the rules are that they always have to
work together and they may only work for 6 hours in a week.
the students to record their strategies for working out their

L answer. Some students may try Guess and Check to help
These are the jobs that they found advertised in the local
Newsagent’s.
them find a range of jobs that fit the criteria. There will also Baby-sitting
E
$11 an hour for 3 hours Car Washing
Saturday night Garage needs 2 people
once a fortnight.
be a range of strategies for computing the amounts, so dis-

for Sat and Sun
$5 per hr
cuss these at reflection time. Lawn mowing
M
Every fortnight
1 hour for $7.50 Dog walking
on Tuesday afternoon 3 times a week
20 mins at $2
The students will find that they may not be able to complete
Equipment Provided
a session
Mon/Wed/Fri
ONLY dog lovers need appl y
all the jobs in one week. They may also choose which day of
A the week to start their fortnight from. Make up a schedule for the sisters that will show them when to
work and which jobs to do. The schedule needs to also show how
much they could earn, and when they will be able to afford that
$150 MP3 player.
T © 2006 Blake Education – Natural Maths Strategies – Book 4 133
I Reflection
Allow time for the students to compare their final schedules,
S the differences between them and how well they match the mother’s criteria. Also, how quickly
will the MP3 player be bought?
E Discuss the layout and clarity of the schedules in terms of:

✒ ease of use
D ✒ showing how much has been earned at any stage.
For example, you should be able to compare the usefulness of running totals with weekly
totals. Perhaps a combination of both would be best.
S
I N4.4 Interpreting bank
and credit
dgeting
T card accounts and bu
expenditure.
U
A
T
I
O
N
S

CAMP PRICES
p w ork out how P
aske d us to hel
The office has s ch o ol camp. R
muc h to char ge for a
ch ar g es $4 8 5 per ca bin (that’s O
The campsite als. B
for 8 people) including me $169 each
b us co m p any ch ar ges L
The charter -s e ater b us or $85 for a
way to cam p fo r a 4 8 E
28-seater bus. the camp. M
e 6 5 stu de nts g o ing o n
There ar A
pay?
How much should everyone T
Find the cheapest price. I
S
The activity E
Ask the students to explain what this problem is asking them to do and to make a plan of
action before they begin. Allow the use of calculators, however, insist that the students record
D
their keystrokes and results at each stage, so that they can present their work to the rest of the
class and compare the different strategies that were used. Some students may not think to con-
vert their answers into real-world figures, for instance most decimal amounts are impossible to
make with money, so select such examples for the reflection. For those who need more chal- S
lenge, pose some extra “what ifs”, for instance: What if there are 27 girls and the rest are boys?
They cannot share cabins. How does this affect cost? What if we need to have a parent in each I
cabin? What if we have 3 parents on each bus travelling for free?
T
Reflection and
U
N4.1 Re presenting, comparing
As the students share each part of their
solution strategy, compare methods and ordering large number
s, decimal A
ages.
fractions and percent
results. For instance some students may
have worked out 8 cabins and 1 person left T
over and simply divided $485 by 8, which is
not a satisfactory solution. Others may have used the calculator to divide and present an I
answer of $53.888 recurring, which of course is not a money amount. Draw out each of the
methods and bring the answers back to the actual problem to see if they make sense in the O
real-world context.
N
S

THE POKÉMON COLLECTION

P
R
The activity Activity Sheet 11
O Note: The price of the cards was current at the time of going
Activity Sheet 11
The Pokémon collection

Name
B to press but of course this is subject to change and you Jai is selling his entire collection of Pokémon cards for $275
because he wants to by a trail bike.
might want to let the students research current values. These He has:
• 15 rare cards
• 27 uncommon cards If I can sell my
can be found at: www.pokeshop.com.
L
cards, I’ll be able to
• 150 common cards
buy the trail bike.
Explain to the students that they should not use calculators
E for this problem because you want them to think about the
most efficient strategy for each set of prices that they need
to work out. You might want to have a quick brainstorm
M about strategies that could be useful, for instance: Rare cards cost about $15.25 each.
Uncommon cards cost about $7.95 each.
Common cards cost around $1.50 each.
“What happens when you multiply a money amount

A by 100?”
How much is Jai’s collection really valued at?
Make a table of the information to explain your valuation.
How much cheaper would it be for his friend to buy his
T “What could you do to $7.95 to make it easier to work

collection than to buy the cards at their current value?
with?”
I Remind the students to record all their working out ready for
the reflection. As the students are working, look for a range of strategies and consider whether
S there are any strategies not in use that would be worth introducing into the reflection.
E
Reflection
D Share the strategies for each set of prices N4.3 Strategically so
lving
ision
and seek comments on which ones students multiplication and div
ge numbers
think would work best for them and ask problems involving lar
d without
them why? and decimals with an
S Look at any errors that may have occurred the calculator.
and ask students to suggest ways how they
I could have been avoided or fixed up. Ask
them how can they check that an answer is in the right ballpark.
T The students may now create similar problems of their own based around something of inter-
est to them. After they have worked out the solution, each student will swap their problem with
U a partner to check it is correct before they do a final draft to be used as a class resource.
A
T
I
O
N
S

AT A MARKET STALL
P
t stall is s elling se co nd -hand CDs for R
A marke O
three prices:
As New Condition: $1 1.50 B
Good Condition: $8.50 L
0
Acceptable Condition: $6.5 at mix of As
E
to s p end o n CD s, w h M
If you had $100 ta ble co nd ition CDs could
New, Good and Acc ep A
you buy? T
I
Activity guide S
There are many solutions to this problematised situation and some students might quickly
notice that $11.50 and $8.50 total $20. Knowledge of landmark numbers will result in an
E
almost instant answer of 10 CDs. Explain to the students that the task is to find many combi-
nations that would fit the $100 specification. Allow time for the students to use trial and error D
to work out some possible combinations, looking out for any systematic approaches as the stu-
dents work. Also look out for efficient mental computation strategies and ways of recording
them.
In point of fact drawing a table of combinations would be the most strategic approach as S
shown here:
Choice 1 Choice 2 Choice 3
I
Value
$11.50
Qty
5
Cost
57.50
Qty
4
Cost
46.00
Qty
4
Cost
46.00
etc. T
$8.50 5 42.50 4 34.00 3 25.50 U
$6.50 0 1 6.50 4 26.00
Total 100.00 96.50 97.50 A
A table of values like this would give a reasonable choice . . . but the final decision would have
to depend on what CD artists the students found at the stall.
T
I
Reflection N4.3 Strategically so
lving O
ision
After several results have been generated, multiplication and div
hold an early reflection that focuses on the problems involving lar
ge numbers N
d without
strategies used. If no one used a table, and decimals with an
demonstrate the first few lines of a possible
the calculator. S
table and ask the students to explain how
this might simplify their task as well as ensure
that many possible combinations are found.

SAVING COINS
Resources Activity Sheet 12
Activity Sheet 12
Some students may need coins or counters but at this stage Name
Saving coins
most will be able to complete a table without the assistance A child has been saving three denominations of coins: 5-cent,
10-cent and 20-cent. Actually, these were the only coins that his
of concrete materials. mother would let him take from her purse!
One day he counted his collection and found that he had a total
of 3 dollars. Then he sorted the coins into three piles by
denomination. The second pile had three more coins than the
first and the third pile had three times as many coins as the
first.
I
How many coins did he have of each denomination?
The investigation Saving money

Tuckshop Menu
n
Joe is a boy of habit. Every day at school
he buys a burger, a bun and an apple from Burger: $2.50
The following student group solution shows how the See, the tuckshop. But Joe is also thinking of Bun: $1.10
getting his sister a $20 DVD for her
Apple: 75 cents
Plan, Do, Check approach can be used as the basis of a very birthday and he has three
weeks (= 15 school days) in which to save.
v systematic approach to this question. "If I only buy 2 things instead of 3 each day for three
weeks, I should be able to get the exact money … but
what should I leave out each day?" said Joe.
See: Our problem was to organise 5-cent, 10-cent and 20- Joe needs some mathematical advice.
e cent coins into 3 piles to equal $3.00, except that

there were a couple of minor factors! The second pile
Can you help him please? He doesn't have to leave out the same
thing every day … he just needs to save that $20.
s had to have 3 more coins than the first and the third
pile had to have 3 times as many coins as the first.
t Plan: We decided to list the possibilities in a table, using the $3.00 restriction to limit the
amount of information to list.
i Do: This table shows what we found.
g 5c 10c 20c TOTAL 5c 20c 10c TOTAL
a 2 5 6 $1.80 2 5 6 $1.70
4 7 12 $3.30 4 7 12 $2.80
t 6 9 18 $3.90
i
10c 5c 20c TOTAL 10c 20c 5c TOTAL
o 1 4 3 $0.90 2 5 6 $1.50
n 3 6 9 $2.40 4 7 12 $2.40
5 8 15 $3.90 6 9 18 $3.30
20c 10c 5c TOTAL

2 5 6 $1.20
4 7 12 $2.10
6 9 18 $3.00 Success!
Check: We double-checked the answer with a calculator.

Note: This group’s table shows some very clear, systematic thinking. All possibilities were cov-
ered until the total found went over $3.00. The solution also suggests that they discovered that
only an even number of 5-cent coins could be used, although this wasn’t mentioned in their
answer.

SAVING MONEY
Resources Activity Sheet 12
Name Activity Sheet 12

As with the previous problem, the students should be Saving coins
encouraged to work systematically (rather than with con- A child has been saving three denominations of coins: 5-cent,
mother would let him take from her purse!
crete materials) on this problem. One day he counted his collection and found that he had a total
first.
I
The investigation Saving money

Tuckshop Menu
n
In the student solution below, the group introduced an the tuckshop. But Joe is also thinking of
Bun: $1.10
Apple: 75 cents
important simplification (Joe saves at least 75c every day) to birthday and he has three
find their solution. "If I only buy 2 things instead of 3 each day for three
v
See:: We saw that we had to help Joe save $20 in 15 Joe needs some mathematical advice.
days by deleting one item from his tuckshop menu

each day.
e
Plan:: We planned to use a systematic approach. s

Do:: We figured that Joe had to save at least 75 cents
each day. This would mean a saving of $11.25, leaving $8.75 still to save. We had to t
try combinations of $1.75 (= $2.50 – $0.75) and 35c (= $1.10 – $0.75) to see how
many burgers and buns we should leave out. i
We then multiplied $1.75 by 3. We got the answer $5.25. We then multiplied 35c by
6. Our resulting answer was $2.10. We added the products ($5.25 + $2.10) and made g
$7.35. Seeing that this was the wrong answer, we tried $1.75 x 4 plus 35c x 5. This
made $8.75. We wrote out the proper sum. Here is our answer fully laid out: a
Burger Bun Apple Total
t
$2.50 $1.10 $0.75 i
⫻4 ⫻5 ⫻6 15
$10.00 $5.50 $4.50 $20.00
o
n
Check:: We checked this method twice by repeating it.
Note: This team made the observation that Joe had to save the price of an apple (75c) each
s
day, so you only have to worry about making up the rest ($8.75) with burgers and buns. In
doing so, they reduced the number of variables from 3 to 2 . . . and that’s a naturally mathe-
matical thing to do!
Say to the students, “By the way . . . is this the only answer? How could you be sure?”

IN A SHOP WINDOW
A Prior experiences Activity Sheet 13
S
Activity Sheet 13 Name
Students will be ready for this activity if they have had expe- In a shop window
riences with: Matt and Gai are at the Shopping Centre and want to work out in
their head how much they can save if they buy today.
S ✒ situations involving landmark percentages

✒ doubling or multiplying unit percentages to find other
I would really like
those board shorts
that have a marked
price of $57!
Save! Save!
Save!
Huge 17% disc
ount on
all marked price
s
E percentages
✒ applying percentages to money situations
Today Only
Limited Stoc
k
23% off all T-sh

irts
These are the
best T-shirts!
They're marked
at $35!
S Show how Matt and Gai can use landmark percentages to make
an estimate of the amount that they can save.
S Observer’s guide
M Introduce this activity by asking the students to explain what
they have to find out and what they know that will help them
to get started. If necessary, ask them to name some land- 136
E
© 2006 Blake Education – Natural Maths Strategies – Book 4
mark percentages (1%, 10%) and to say how they can use
them to quickly find out how much they can save on the cost
N of the items.
If necessary, ask them how they could work out 10% of the cost price and to explain how this
T helps them move towards finding 17%. Then ask them how to work out 1% of the cost price,
noting how readily they switch from whole dollars to dollars and cents. Ask them to explain
what they need to do next to find the remaining 7%. Note the strategies that the students use,
their knowledge of division by 10 when dealing with dollars and cents, and the explanations
A that they give for them.
Ask the students to explain the method that they would use for the T-shirts with a 23% dis-
C count, to ensure that they can apply the same strategies to the other amounts and different
percentages without assistance.
T
I N4.1 Representing, co
mparing and
s, decimal
ordering large number
V fractions and percent
ages.
I
T
I
E
S

TROPICAL FISH DISPLAY
Prior experiences Activity Sheet 14

A
Students will be ready for this activity if they have had expe-
S
Tropical fish display

riences with: You are part of a Years 6 and 7 group investigating the possibility
of brightening up the school entrance hall with a tropical fish
S
tank. Your group has sent a proposal to the school P&C
✒ estimating money amounts Committee, which has written back asking for recommendations
about how many fish could be bought for $200.
✒ strategies for adding or multiplying money amounts Tropical Fishworld

Right for your Aquarium!
✒ using an organised list or table to solve problems

Clown Fish $13.95
Darter $7.45
Regal $15.35
Tetra Fish $3.85

E
S
Make your recommendation as three options that the P&C
Committee can choose from, showing the number of fish and
total price of each option.
Observer’s guide
Introduce this activity by asking the students to identify the S
key information and what it is that they have to find out.
Before the students begin, ask them to estimate how many
You should try to spend as much of the $200 as possible in each
option.
M
E
137
clownfish, regal, darter and tetra they could buy for about
© 2006 Blake Education – Natural Maths Strategies – Book 4
$200.
The students can then begin to work out costs for different numbers of each fish and try to find
combinations that are close to $200. Note how they make their estimates, and then their
N
strategies for computing the amounts and for checking that they are correct. Some students
might use repeated addition, adding onto the last total each time, whereas others may use a T
combination of adding on and doubling, or of rounding and adjusting.
As the students begin to work, you may want to suggest that they enter the data onto a table
or make organised lists so that it will be easier to find combinations that are close to $200.
A
C
and credit
N4.4 Interpreting bank
card accounts and bu
dgeting T
expenditure.
I
V
I
T
I
E
S

Saving money
Kris and Carolyn are sisters and are saving for an MP3 player.
They have asked their mum if they can work to save up for it.
Their mother said yes but the rules are that they always have to
work together and they may only work for 6 hours in a week.
These are the jobs that they found advertised in the local
Newsagent’s.
Baby-sitting
$11 an hour for 3 hours Car Washing
Saturday night Garage needs 2 people
once a fortnight. for Sat and Sun
$5 per hr
Lawn mowing
Every fortnight
1 hour for $7.50 Dog walking
on Tuesday afternoon 3 times a week
Equipment Provided 20 mins at $2
a session
Mon/Wed/Fri
ONLY dog lovers need apply
Make up a schedule for the sisters that will show them when to
work and which jobs to do. The schedule needs to also show how
much they could earn, and when they will be able to afford that
$150 MP3 player.

The Pokémon collection

Jai is selling his entire collection of Pokémon cards for $275
because he wants to by a trail bike.
He has:
• 15 rare cards
• 27 uncommon cards If I can sell my
cards, I’ll be able to
• 150 common cards
buy the trail bike.
Rare cards cost about $15.25 each.

Uncommon cards cost about $7.95 each.
Common cards cost around $1.50 each.
How much is Jai’s collection really valued at?

Make a table of the information to explain your valuation.
How much cheaper would it be for his friend to buy his

collection than to buy the cards at their current value?

Saving coins
A child has been saving three denominations of coins: 5-cent,
mother would let him take from her purse!
One day he counted his collection and found that he had a total
first.
Saving money
Tuckshop Menu
the tuckshop. But Joe is also thinking of Bun: $1.10

Apple: 75 cents
birthday and he has three
"If I only buy 2 things instead of 3 each day for three

Joe needs some mathematical advice.

In a shop window
Matt and Gai are at the Shopping Centre and want to work out in
their head how much they can save if they buy today.
Save! Save!
I would really like
those board shorts
Save!
H uge 17% disc
that have a marked ount on
all marked pr
price of $57! ices
These are the

Today Only
best T-shirts!
k They're marked
Limited Stoc at $35!
-shirts
23% off all T
Show how Matt and Gai can use landmark percentages to make
an estimate of the amount that they can save.

Tropical fish display

You are part of a Years 6 and 7 group investigating the possibility
of brightening up the school entrance hall with a tropical fish
tank. Your group has sent a proposal to the school P&C
Committee, which has written back asking for recommendations
about how many fish could be bought for $200.
Tropical Fishworld
Right for your Aquarium!
Clownfish $13.95
Regal $15.35
Darter $7.45 Tetra Fish $3.85
Make your recommendation as three options that the P&C

Committee can choose from, showing the number of fish and
total price of each option.
You should try to spend as much of the $200 as possible in each

option.



Based on world’s best practice! This series provides the core knowledge and understanding of the
“big ideas” or concepts students require to become confident and enthusiastic maths users. This
book is organised into ten units of work based on the current research into the developmental
sequence in which students generally acquire those concepts. Each unit is divided into five
sections:
Mental routines – 10-minute lesson starters with suggested closed and open
questions designed to engage students and arouse their enthusiasm
Problematised situations – challenges that encourage students to work
mathematically with open-ended “real-life” situations and construct their own ideas.
These lessons include a reflection session where mathematical language is used to
describe successful strategies and more formal methods are introduced and
demonstrated.
Games – fun activities designed to reinforce the strategies developed in each unit.
Investigations – open-ended investigations to encourage students to test and extend
their skills.
Assessment activities – consolidation activities that students should readily
accomplish at the end of each unit.
The series encourages the use of readily available concrete materials and is supported by over
50 photocopiable activity sheets and task cards. The CD-ROM included with this book is designed
to help teachers to plan and personalise their maths program and to record individual student’s
progress.
The Natural Maths Strategies series is a complete school program, which also encourages the use
of supplemental resources to ensure a variety of maths teaching and learning experiences.

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Natural Maths Strategies – Book 4

Copyright © 2006 Ann & Johnny Baker and Blake Education

Blake Education Pty Ltd

Publisher: Lynn Dickinson

COPYING OF THIS BOOK BY EDUCATIONAL INSTITUTIONS

COPYING BY INDIVIDUALS OR NON-EDUCATIONAL INSTITUTIONS

National Library of Australia

1. Mathematics – Study and teaching (Primary). I. Title

Disclaimer: At the time of publication the bus and train timetables

© 2006 Blake Education – Natural Maths Strategies – Book 4 iii

r computational skills” (see Checkley, K. 1999).

vivi © 2006 Blake Education Natural Maths Strategies – Book 4

26 © 2006 Blake Education – Natural Maths Strategies – Book 4

© 2006 Blake Education – Natural Maths Strategies – Book 4 27

PAYING AND GIVING CHANGE

Target strategies Task Card 4 (3 cards)

✒ Giving change using the least number of coins

I handed over $1.15 to pay for a 65-cent purchase. Which

28 © 2006 Blake Education – Natural Maths Strategies – Book 4

THE GREAT SAVING

Target strategies Task Card 5 (2 cards)

✒ Developing mental strategies for percentages

✒ Using 1%, 10% and 50% as landmark percentages

© 2006 Blake Education – Natural Maths Strategies – Book 4 29

B model. Then ask the students to express the problem in

the students to record their strategies for working out their

be a range of strategies for computing the amounts, so dis-

cuss these at reflection time. Lawn mowing

T © 2006 Blake Education – Natural Maths Strategies – Book 4 133

E Discuss the layout and clarity of the schedules in terms of:

30 © 2006 Blake Education – Natural Maths Strategies – Book 4

© 2006 Blake Education – Natural Maths Strategies – Book 4 31

THE POKÉMON COLLECTION

The Pokémon collection

Explain to the students that they should not use calculators

“What happens when you multiply a money amount

How much cheaper would it be for his friend to buy his

T “What could you do to $7.95 to make it easier to work

134 © 2006 Blake Education – Natural Maths Strategies – Book 4

32 © 2006 Blake Education – Natural Maths Strategies – Book 4

© 2006 Blake Education – Natural Maths Strategies – Book 4 33

Resources Activity Sheet 12

The investigation Saving money

e cent coins into 3 piles to equal $3.00, except that

© 2006 Blake Education – Natural Maths Strategies – Book 4 135

g 5c 10c 20c TOTAL 5c 20c 10c TOTAL

20c 10c 5c TOTAL

Check: We double-checked the answer with a calculator.

34 © 2006 Blake Education – Natural Maths Strategies – Book 4

Resources Activity Sheet 12

Name Activity Sheet 12

The investigation Saving money

days by deleting one item from his tuckshop menu

Plan:: We planned to use a systematic approach. s

© 2006 Blake Education – Natural Maths Strategies – Book 4 35

A Prior experiences Activity Sheet 13

S ✒ situations involving landmark percentages

23% off all T-sh

36 © 2006 Blake Education – Natural Maths Strategies – Book 4

TROPICAL FISH DISPLAY

Prior experiences Activity Sheet 14

Tropical fish display

✒ strategies for adding or multiplying money amounts Tropical Fishworld