MATHEMATICS · 2020-03-25 · MATHEMATICS Set 5 – Number and Time Early Childhood Activity Book...

MATHEMATICS Set 5 – Number and Time

Early Childhood Activity Book

MATHEMATICS

MATHSAC005

Mathematics

Set 5 Number and Time

Early Childhood

Activity Book

First published 2012

ISBN 9780730744252

SCIS 1563626

© Department of Education WA 2012 (Revised 2020)

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Manager Intellectual Property and Copyright Department of Education 151 Royal Street EAST PERTH WA 6004

Email: [email protected]

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© Department of Education WA 2012 (Modified 2020) – MATHSAC005 1

Number and Time Activity sheet – Day 1

Head first – Day 1

1. Count by twos

2. Greater than or less than?

6 is greater than 5 10 is less than 8 There are more

than

yes no yes no yes no

3. Shape patterns

Draw the next four beads in these patterns.

a)

b)

c)



4. Likely or unlikely

Read and tick to show whether each event is likely or unlikely.

Event Likely Unlikely

a) I can run as fast as a horse.

b) I will grow taller this year.

c) It will rain this year.

d) I will sleep tonight.

e) I can swim from Australia to Bali.

Now let’s explore!



Let’s explore

Let’s explore number 18.

You need 18 blocks. Complete the statements.

18

18 is 10 more than

Share 18 into 3 groups. How many in each group?

Is 18 odd or even?

My own discovery:

18 is 10 less than

Share 18 into 2 groups. How many in each group?

2 + = 18

18 = 4 +

+ 7 = 18

Half of 18 =

18 is 2 less than

18 is 1 more than



Digging in

Activity 1: The meaning of addition Jack has 8 fish. He bought 6 more.

Jack put his 6 new fish in the tank with the other 8 fish. We say Jack added the fish. The number sentence is 8 + 6 = 14.

What other words mean add?

1.1 Add or not?

Tick the following that mean add.

Actions Tick

a) What is 4 plus 3?

b) How many are left from 5 minus 3?

c) Take 5 from 7.

d) What is the total of 3, 2, and 1?

e) Combine 2 and 3.

f) Tom has 3 snails and then he bought 5 more for his tank.



1.2 More words for add

Loop the ways that mean add.

and take total from

minus add subtract +

plus share sum of more

split combine – less

1.3 Add clap

I wonder what else we are going to learn about addition?



Activity 2: Adding

2.1 In the backyard

Jack counted small creatures he found in different places in his backyard. Write the total in the box. a) How many creatures were under the tree?

b) How many creatures were in the vegetable patch?

c) How many creatures were in the grass?

How did you find each total?



2.2 Adding on

Count on from the larger number to find the answers. Write the number above the fingers to show what you say when you count on.

4 + 13 = ? Start from 13 and add on 4 more.

13 14

4 + 13 =

a) 25 + 4 = ? Start from 25 and count on.

26

25 + 4 =

b) 5 + 38 = ? Start counting from 38.

39

5 + 38 =



2.3 Counting by tens

Use the number grid to help you count by tens.

301 302 303 304 305 306 307 308 309 310

311 312 313 314 315 316 317 318 319 320

321 322 323 324 325 326 327 328 329 330

331 332 333 334 335 336 337 338 339 340

341 342 343 344 345 346 347 348 349 350

351 352 353 354 355 356 357 358 359 360

361 362 363 364 365 366 367 368 369 370

371 372 373 374 375 376 377 378 379 380

381 382 383 384 385 386 387 388 389 390

391 392 393 394 395 396 397 398 399 400

401 402 403 404 405 406 407 408 409 410

Count by tens from the start number to get to the end number.

a) 323 373

b) 317 387

c) 311 381

d) 355 405



2.4 Counting back by tens

Use the number grid to help you count back by tens.

501 502 503 504 505 506 507 508 509 510

511 512 513 514 515 516 517 518 519 520

521 522 523 524 525 526 527 528 529 530

531 532 533 534 535 536 537 538 539 540

541 542 543 544 545 546 547 548 549 550

551 552 553 554 555 556 557 558 559 560

561 562 563 564 565 566 567 568 569 570

571 572 573 574 575 576 577 578 579 580

581 582 583 584 585 586 587 588 589 590

591 592 593 594 595 596 597 598 599 600

601 602 603 604 605 606 607 608 609 610

Count back by tens from the start number to get to the end number.

a) 568 518

b) 583 533

c) 608 558

d) 555



Activity 3: Bring on the basic facts

3.1 Beat the clock

See how many of these you can do in 2 minutes.

a) 1 + 4 = f) 7 + 2 = k) 10 + 10 = p) 3 + 5 =

b) 7 + 1 = g) 2 + 12 = l) 10 + 5 = q) 5 + 4 =

c) 9 + 1 = h) 6 + 3 = m) 5 + 5 = r) 6 + 2 =

d) 2 + 3 = i) 3 + 3 = n) 5 + 7 = s) 4 + 6 =

e) 5 + 2 = j) 3 + 12 = o) 8 + 5 = t) 8 + 4 =

I completed I have correct.

Draw a star next to the problems you can do without working out.

How many are there?

Remember to choose the larger number and count on if you don’t know the answer immediately.



3.2 Using basic number facts

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

Start from the larger number and add on the smaller number.

a) 3 + 5 = b) 2 + 7 =

13 + 5 = 2 + 17 =

3 + 25 = 32 + 7 =

43 + 5 = 2 + 57 =

c) 4 + 3 = d) 2 + 6 =

4 + 13 = 22 + 6 =

14 + 3 = 42 + 6 =

54 + 3 = 2 + 56 =

What patterns can you see?

Use a small wooden block to complete these.



3.3 Pegs on a card

Write the turn-around number sentences.

a)

Number sentence: Number sentence:

b)


c)





1. Count on

2. Bird tally

Farmer Lowry has many birds in her yard. Tally how many of each type she has.

Farmer Lowry’s birds

Bird Tally Total

ducks

turkeys

chickens



3. Number cruncher

The number cruncher machine adds 5 to numbers. Write the new numbers made by the machine.

4. Ordinal numbers

A B C D E F G H I J

7th

K L M N O P Q R S T

14th 19th

a) What is the 3rd letter of the alphabet?

b) What is the 10th letter?

c) What letter is the 2nd letter after B?

d) What is the 4th letter after G?

e) P is the _____ letter of the alphabet.



Digging in

Activity 1: Basic facts are back

1.1 Biggest winner

Activity 2: Doubles

2.1 Doubling tricks

2.2 Doubling bugs

Draw the same number of dots on the other side of each ladybird.

4 + 4 =

Double 4 =

6 + 6 =

Double 6 =

8 + 8 =

Double 8 =

9 + 9 =

Double 9 =

5 + 5 =

Double 5 =

7 + 7 =

Double 7 =



This page has been intentionally left blank.



2.3 Double dominoes (part 1)

Cut out the dominoes



2.3 Doubles (part 2)

Copy the dots onto the blank domino. You have doubled the dots. Now write in the double number.

a) b)

Double 5 = Double 7 =

c) d)

Double 9 = Double 11 =

2.4 Near doubles

Use the doubles to help you solve these.

Solve Use the double Answer

a) 6 + 7 = Double 6 = 12 6 + 7 = 13

b) 5 + 6 = Double 5 = ____

c) 8 + 9 = Double 8 = ____

d) 10 + 11 = Double ____ = ____

e) 20 + 21 = Double ____ = ____

f) 50 + 51 = Double ____ = ____



2.5 Double or plus?

Before you play, who do you think will win? _______________

Player 1 Player 2

Die roll Double Die roll Plus 3

Total Total

Who won? __________________

Was your prediction correct? _________

Wow! That was a great game. I wonder what’s happening next?



Activity 3: Number lines

3.1 Missing numbers

Write the missing numbers on the number lines. a) Counting by __________

96 97 99 101 103 105

b) Counting by __________

123 124 126 128 130 132

c) Counting by __________

225 230 235 240 250 260 270

d) Counting by _________

676 678 682 686 688 692 694

e) Counting by _________

904 905 907 909 910 912 913

f) Counting by _________

350 360 380 400 410 430 440



3.2 Pattern plus

a)

54 58 64

` b)

85 95 120 135

c)

23 73 103

d)

55 65 95

e)

245 295 325

f)

52 62 67 92



3.3 Addition with number lines

Jack showed 4 + 9 = 13 on a number line.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Now look at what happens when Jack starts at the larger number.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

The answer is the same.

Start adding from the larger number.

a) 3 + 11 =

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

b) 5 + 9 =

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

c) 4 + 8 =

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

d) 8 + 3 =

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

There are less jumps when you start on the larger number.



3.4 Ruler number lines

Use the number lines to solve these number sentences.

a) 7 + 5 =

b) 5 + 13 =

c) 8 + 6 =

Use the rulers on this page to show how you worked out your answers.



d) 9 + 6 =

e) 17 + 8 =

f) 16 + 9 =

g) 8 + 21 =

h) 13 + 13 =




1. Count on ten

2. Lots of ten

Loop the groups of ten. Complete the table.

Number of groups: Number of groups:

Total: Total:

Number of groups: Number of groups:

Total: Total:



3. Picture graph

Jack collected natural objects from his back yard. The picture graph shows Jack’s collection.

Jack’s collection of natural objects

leaves

gum nuts

pebbles

feathers

a) What object did Jack collect the most?

leaves gum nuts pebbles feathers

b) What object did Jack collect the least?


c) How many more leaves are there than pebbles? Leaves

d) How many objects did Jack collect altogether?



4. Fill the jug

Jack used 4 cups of water to fill a jug.

a) How many cups fill 2 jugs? cups

b) How many cups fill 3 jugs? cups



Digging in

Activity 1: Number sentences

1.1 On the beach

This is what Jack saw in a rock pool. He wrote 3 + 2 = 5 in the sand.

Write the addition number sentences to show what else Jack saw on the beach.

Objects seen or found Number sentence

a)

b)

c)

d)



Activity 2: Number stories

2.1 Numbers and words

Write a number sentence to match each picture in the table.

Colour the bubbles that describe your number stories.

My number stories matched my number sentences.

My number stories had a ‘who’ and a ‘what’.

My number stories had a question to be answered.

Number sentence

Jack found 6 seagull feathers and 5 shells on the beach. How many things did he find altogether?



2.2 Buying fruit

Write the number sentence and answer for each picture.

Picture Number sentence

a)

4 + 7 =

b)

c)

Tell a number story for each of the fruit pictures.

Colour the bubbles that describe your number stories. Each of my number stories:

had a ‘who’ and a ‘what’

matched the number sentence

had a question to be answered.



2.3 From words to numbers

Write the number sentences for the number stories. Include the answer. a) Jack saw 4 brown snails and 7 green snails on his cabbages. How

many snails did he see?

+ =

b) Jack picked 12 beans and his mum picked 7 beans. How manybeans did they pick?

+ =

c) Jack saw 5 butterflies and then he saw 3 more. How many butterfliesdid Jack see altogether?

+ =

d) There are 3 ants on the leaves, 5 ants on the stem and 2 ants on theflowers of a tomato bush. How many are there in total?

+ + =

I picked 3 small tomatoes and 2 large tomatoes. The number sentence is 3 + 2 = 5.



2.4 Presenting information


Number story My choice



2.5 Make a thinkboard

Jack has found another rock pool. Read what Jack saw in the pool and complete this thinkboard to show the information.



I saw 9 fish and 8 pebbles in the rock pool.




1. Place value

2. Beat the clock


a) 1 + 5 = f) 4 + 2 = k) 10 + 9 = p) 8 + 5 =

b) 6 + 1 = g) 2 + 15 = l) 10 + 6 = q) 3 + 7 =

c) 4 + 1 = h) 7 + 3 = m) 5 + 4 = r) 6 + 3 =

d) 2 + 5 = i) 3 + 4 = n) 6 + 5 = s) 9 + 6 =

e) 7 + 2 = j) 3 + 14 = 0) 9 + 5 = t) 8 + 6 =

3. Inside space

How many small squares are inside each shape?

a) squares b) squares c) squares



4. Tall buildings

A B C D

Colour the correct bubble. a) The shortest building is:

A B C D

b) The tallest building is:

A B C D

c) Building A is taller than building:

B C D

d) Building D is shorter than building:

A B C

e) The order of the buildings from shortest to tallest is:

B, C, D, A B, A, D, C B, D, C, A



Digging in

Activity 1: Breaking numbers into parts

1.1 Partition the number

We will use a place value chart and our MABs to help us.

We are learning about breaking numbers into parts.

We’ll be talking about hundreds, tens and ones.

Find the place value chart and your MABs and you are ready to go!




Number Place value chart Partitioned

a) 24 Tens Ones

tens + ones

b) 57 Tens Ones

tens + ones

c) 80 Tens Ones

tens + ones

d) 178 Hundreds Tens Ones hundreds +

tens + ones

e) 321 Hundreds Tens Ones hundreds +

tens + ones

f) 409 Hundreds Tens Ones hundreds +

tens + ones



1.2 Digit value

What is the value of the underlined digit? The first one has been completed for you.

Number Place Value

a) 36 tens 30

b) 64

c) 203

d) 692

e) 457

1.3 Broken numbers

These numbers have been partitioned. Put them back together. The first one has been completed for you.

Partitioned number Total value

a) 7 tens + 3 ones 73

b) 4 tens + 2 ones

c) 9 hundreds + 1 ten + 6 ones

d) 5 hundreds + 4 tens + 1 one

e) 2 hundreds + 8 tens + 9 ones

f) 7 tens + 4 ones + 9 hundreds

g) 6 ones + 2 hundreds + 8 tens



Activity 2: Calculator fun

2.1 Calculator words

Show these numbers on your calculator. Turn the calculator upside down. What’s the ‘word’? Clear after each number.

Number a) 639 b) 338 c) 607 d) 7334 e) 5509

Word

Number

Word

Some digits on the calculator look like letters when they are turned upside down.

Make up some calculator words of your own.

It’s tricky because you have to key in the words backwards!



2.2 Calculator check

Use a calculator to find the number.

a) 300 + 60 + 5 = c) 400 + 50 + 7 =

300 + 65 = 400 + 57 =

360 + 5 = 450 + 7 =

b) 200 + 10 + 4 = d) 600 + 80 + 3 =

200 + 14 = 600 + 83 =

210 + 4 = 680 + 3 =



Activity 3: Addition

3.1 Partition to add

Place value chart

Tens Ones



3.2 More partitioning

Place value chart

Tens Ones

T O

4 6

+ 3 2

7 8

You may have seen this written in this way.



3.3 Putting it all together

Solving 23 + 16

Step 1 Step 2 Step 3 Step 4

T O

2 3

+ 1 6

3 9

Tens Ones Tens Ones Tens Ones Tens Ones

Partition into tens and ones. 23 + 16 =

20 + 3 and 10 + 6

Add the ones. 3 + 6 = 9

Add the tens. 20 + 10 = 30

Combine the tens and ones.

30 + 9 = 39

You can also write 21 + 16 = like this.



Follow the four steps to solve these problems. Put in the missing numbers. a) Solve 42 + 35 =


T O

4 2

+ 3 5

7 7



40 + and

30 +

Add the ones.

+ =

Add the tens.

+ =


+ =




b) Solve 26 + 53 =


T O

2 6

+ 5 3


Partition into tens and ones.

26 + 53 =

20 + and

50 +

Add the ones.

+ =

Add the tens.

+ =


+ =

Now write the answer in here.



c) Solve 32 + 37 =


T O

+



32 + 37 =

+ 2 and

+ 7

Add the ones.

+ =

Add the tens.

+ =


+ =

Try writing 32 + 37 in the arrangement


Number and Time Review sheet – Day 5


1. Doubles

2. Missing numbers

Fill in the missing numbers. a)

215 216 218 220 222 224

b)

522 524 528 532 536 540

c)

687 686 684 682 681 680 678

d)

125 130 140 150 155 165 170



3. Number

Numbers can be shown using MABs. Write the number shown in each box.

a) Tens Ones b) Hundreds Tens Ones

c) d)

e) f)



4. Words for add

Loop the ways to say and show add.

minus share total less

split add + subtract

take and combine more

plus sum of – from



Digging in

Activity 1: Number activities


Complete the table. Put in the missing numbers.


a) 36 Tens Ones

3 6 tens + ones

b) 74 Tens Ones

7 tens + 4 ones

c) 98 Tens Ones

tens + ones

d) 245 Hundreds Tens Ones hundreds +

tens + ones

e) 306 Hundreds Tens Ones hundreds +

tens + ones




Use the number grid to help you count by tens.

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100

101 102 103 104 105 106 107 108 109 110

Count on by tens to get to the end number.

a) 22, , 72

b) 236, , 306

Count back by tens to get to the end number.

c) 108, , 58

d) 874, , 824



Activity 2: Addition strategies


Use the grid to help you complete the first two sets of facts.

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

Put your small block on the larger number in the grid. Add on the smaller number.

a) 5 + 4 = b) 3 + 4 =

15 + 4 = 23 + 4 =

35 + 4 = 3 + 44 =

c) 6 + 3 = d) 5 + 2 =

76 + 3 = 95 + 2 =

6 + 83 = 5 + 102 =

Use the first number fact to help you solve the other two number sentences.



2.2 Number lines

Use the number lines to solve the following.

a) 5 + 9 =

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

b) 19 + 3 =

10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

c) 71 + 13 =

70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85

d) 37 + 8 =

35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50

2.3 Near doubles


a) 7 + 8 Double 7 = 14 7 + 8 =

b) 11 + 12 Double 11 = + =

c) 20 + 21 Double 20 = + =



2.4 Turn-arounds


a)


b)


c) Write the turn-around fact for: 8 + 9 = 17

+ =




3.1 Number sentences

Fun Day in the park is one of Jack’s favourite days. Jack and Matilda tried many activities. Write the number sentence for each number story. Include the answer.

a) Jack counted 8 kites flying high and 4 kites on the ground. Howmany kites did he count altogether?

Number sentence:

+ =

b) Jack threw the boomerang 12 times and Matilda threw it 7 times.What is the total number of throws?

Number sentence:

+ =

3.2 Number stories

Write a number story for the following number sentence.

8 + 7 = apples.



Activity 4: More adding

4.1 Adding tens and ones

Put in the missing numbers to solve the following. a) Solve 34 + 25 =


T O

3 4

+ 2 5



34 + 25 =

30 + and 20 +

Add the ones.

+ =

Add the tens.

+ =


+ =




b) Solve 46 + 23


T O

+



40 + and

20 +

Add the ones.

+ =

Add the tens.

+ =


+ =

Solve 46 + 23 using this arrangement.



Reflection

Student Teacher/Adult

Things I can do On my own

Some help

Lots of help No help Some

help Lots of

help

Fill in missing numbers on a number line.

Recognise the place value of digit positions (hundreds, tens and ones).

Count forwards and backwards by ten from any number.

Use basic number facts to solve addition with larger numbers.

Use near doubles to add.

Find turn-around addition facts.

Use a number line to add.

Use a ruler to add.

Write a number sentence to match a number story.

Write a number story to match a number sentence.

Use MABs to solve addition with larger numbers.

This week my favourite maths activity was




1. Looking at time

2. Looking at patterns

Write the missing numbers to complete these patterns

150 160 170 180

380 385 390 395

555 565 575 585

671 676 681 686

3. Measuring time

Copy the correct word from the box into the sentence.

years months days minutes seconds

My brother is two ________________ older than me.

I ate my lunch in ten ______________.

Summer usually lasts for three ________________.

In five _____________ it will be the weekend.

Sixty _____________ is the same as one minute.



4. Clock match

Use coloured lines to match the pairs of clocks that show the same time.

● ●

● ●

● ●

● ●

● ●



Let’s explore

Fill the nuts with any facts you know or can work out about 19.



Digging in

Activity 1: Time marches on

1.1 Time puzzle

a h o u r s b d a y f g h i s i x t y j o c l o c k l m n o p q r s e c o n d v t w e n t y f o u r t i m e t h i r t y k h a l f p a s t x t y u j m i n u t e

Loop or shade these words when you find them in the puzzle.

half-past o’clock day hours minute

second time thirty sixty twenty-four



Activity 2: Tick tock on the clock

2.1 Make an analogue clock face (part a)

Take out a paper plate or your dinner plate sized card circle. The shapes below are the hands for your clock face. Cut out these shapes. Take out the extra card. Trace around the hands on the card. Cut out the hands. Copy the dotted lines onto each hand. Put them somewhere safe.

Hi! I’m Matilda and I love anything to do with time. We are making an analogue clock face to help us investigate how time is measured.



2.2 Make an analogue clock face (part b)

Place a ruler from top to bottom of the paper plate, making sure it is running through the centre of the plate. Rule a light line across the plate.

Turn the plate a quarter turn and repeat the steps to draw a second line across the plate.

Write the numbers 12, 3, 6 and 9 onto the plate, as shown in the diagram.

Make two marks an equal distance from the pairs of numbers (12 and 3; 3 and 6; 6 and 9; 9 and 12.

Write the numbers 1, 2, 4, 5, 7, 8, 10 and 11 around the clock face in their correct positions.



Activity 3: Clock face fun

3.1 Working the analogue clock face

Make four different o’clock times on these clock faces. Take care to show each short hour hand and long minute hand in the correct positions. Use numbers to write the time under each clock.



3.2 Back to the clock face

Make four different half past times on these clock faces. Take care to show each short hour hand and long minute hand in the correct positions. Use numbers to write the time under each clock.



Activity 4: Digital time

4.1 Digital clocks

Digital time Read Explained Between the o’clock times of

11:00 and 12:00




1. Sam or Sally?

2. Take it away

Complete these basic subtraction facts.

17 − 3 = 19 − 6 = 10 − 1 = 18 − 5 =

11 − 4 = 12 − 2 = 14 − 9 = 9 − 0 =

3. More or less?

Use the pictograph to help you answer the jellybean quiz.

Lil

Bo

Kit

Pai

a) Who has the least jellybeans?

b) Pai gets four more jellybeans so he nowhas the same number of jellybeans as

c) If Lil and Pai put their jellybeans together,would they have more than Kit?

d) Kit ate nine jellybeans. Does he nowhave less jellybeans than the other boys?



4. Heavier lighter

a) If you lifted these items, which would be heaviest? Loop the heavieritem in each group.

b) Order these items from lightest to heaviest by numbering them1 (lightest) to 4 (heaviest)



Digging in

Activity 1: On the clock

1.1 Minute madness

The minute hand takes __________ minute to move from one mark to the next. The minute hand takes __________ minutes to move from one number to the next. The minute hand takes __________ minutes or _____ hour to move around the clock face.



1.2 Clock tables



1.3 Quartering the clock

Match the analogue and digital times using coloured lines.

● ●

● ●

● ●

● ●

● ●



1.4 Same time, different ways

Read the time on the clock and colour the bubbles to show the ways each time can be said.

quarter past one one fifteen three minutes

past one

five fifteen quarter past five

fifteen minutes past five

fifteen minutes past eight

eight minutes past three

quarter past eight

fifteen minutes past fifteen

fifteen minutes to ten ten fifteen

quarter past four

fifteen minutes past three three fifteen

two fifteen half past two fifteen minutes past two



Activity 2: Time passes by

2.1 How much time?

Start Finish Start Finish

The walk took ___ minutes. The swim took ___ minutes.


Finding water took ___ minutes. The bike ride took ___ minutes.

I recorded the start and finish time of the activities I did on the weekend. Now I want to know how long each activity took.



2.1 More than an hour


The drive took _____ hours. The boat trip took _____ hours.


Food shopping took _____ hour. Cliff climbing took _____ hours.

Tick the statements that are true.

Matilda spent more time on the boat than she spent in the car.

The activity that took the shortest amount of time was the cliff climbing.

The food shopping took more than two hours.

The drive and the cliff climbing took the same amount of time.



Finding gold

You can use your clock face to help!

Task Begin Finish Time spent

Checked and packed the tent

Mapped the journey

Prepared the truck

Packed food and water into the truck

Matilda spent __________ hours getting ready for her trip.

I have been busy getting ready for a trip to locate some very rare lizards. These clocks show when I started and finished some tasks.

Please work out how long I spent getting ready for the trip altogether.




1. Double day

2. Near doubles

Write the doubles you would use to solve each number sentence. Write the answer to the number sentences and the doubles.

7 + 6 = 10 + 9 = 8 + 7 = 9 + 8 =

3. Who tossed the largest number?

Matilda, Polly, Jack and Dave are playing a game using three dice. Add up their scores and write the total in the box. Loop the person with the highest score.

Matilda

Polly

Jack

Dave



4. Tadpole hunting

Jack and Polly went looking for tadpoles for four days. They found lots of tadpoles which they put into some containers. Complete the lots of number sentence to show how many tadpoles they caught each day. Hint: count by 3s to check your answer.

Sunday 4 containers

_________ lots of 3 = __________

Wednesday 6 containers

_________ lots of 3 = __________

Friday 3 containers

_________ lots of 3 = __________

Saturday 9 containers

_________ lots of 3 = __________



Digging in

Activity 1: Past half past

1.1 Half past and beyond

1.2 Names for quarter to

Quarter to two

1:45

Forty-five minutes past two

8:45

Forty-five minutes past seven

Quarter to nine

Forty-five minutes past three

Quarter to three

2:45



Activity 2: Going digital

2.1 Reading digital

quarter to _____ quarter to _____ quarter to _____ quarter to _____

2.2 It has to match!

Let’s try reading digital clocks.

There are so many ways to say quarter to times Matilda!



Activity 3: Half and half

3.1 Divide the clock

After you go past the 6 or half way mark, you are moving ‘to’ the next hour.



3.2 Different clocks

a) Analogue and digital clocks have different features. Write any youcan think of here.

b) Use different colour pencils to match the analogue clocks with thedigital clocks that show the same time.

c) Use the clocks to work out how long it took Jack to make his lunch.

Making soup for ______ minutes. Toasting bread for ______ minutes.

We have explored telling the time with o’clock, half past, quarter past and quarter to using digital and analogue clocks.



3.3 Counting by fives

a) Use different colour pencils to match the analogue clocks with thedigital clocks that show the same time.

b) What times do these clocks show? Write the time using numbers.

Let’s use that information to complete this activity.

We worked out other ‘to’ and ‘past’ times by counting by fives.



Finding gold

Matilda wants to travel on the train but where will she go?

a) Work out how long each trip will take and write it into the table.

Train Departs Arrives Time taken

Ginilla to Melbourne

Ginilla to Canberra

Ginilla to Ballarat

Ginilla to Sunshine

b) Use the information from the table to answer these questions.Show the answer on each clock.

If the train from Ginilla to Canberra left fifteen minutes later, what time would it leave?

If the train to Melbourne was running fifteen minutes late, what time would it arrive?

c) True or false?

The trip to Sunshine has the longest travel time. __________

The trip to Ballarat is shorter than the trip to Melbourne. ________




1. HTO

2. Lots of counting

Fill in the missing numbers on each grid.

21 24 27 33 42 48

57 60 63 66 75 78

210 212 214 222 224 226 228

232 236 238 244 246

625 620 615 610 595 590

575 565 555 550 535 530

3. Numbers in words

Write these numbers in words.

344

870

204

61

599



4. Name the 2D shapes

Match the 2D shape with its name.

● ● pentagon

● ● triangle

● ● square

● ● star

● ● hexagon

● ● circle

● ● rectangle



Digging in

Activity 1: Dividing the day

1.1 After midnight and before midday

Loop the activities you do in the ‘am’ time – between midnight and midday.

read with a friend eat dinner wake up eat breakfast

play an instrument sleep feed pets school work

An ‘am’ time is a morning time. ‘am’ times start at midnight and stop at midday or noon.



1.2 Past midday and before midnight

Loop the activities you do in the ‘pm’ time – between midday and midnight.

eat breakfast read in bed clean teeth brush hair

have a barbecue sleep play with friends school work

A ‘pm’ time is an afternoon time. ‘pm’ times start at midday or noon and stop at midnight.

‘pm’ is short for post meridiem. Post meridiem is a Latin term that means after midday. To remember ‘pm’ times, think past midday.

‘am’ is after midnight and ‘pm’ is past midday



1.3 After midnight and past midday

Write ‘am’ or ‘pm’ in each box to show when you are most likely to do each activity. Some activities might be done in both ‘am’ and ‘pm’.

play with friends have a snack fishing star gazing

buy a takeaway meal swimming eat lunch set the alarm

shower

mushroom hunting

movies dreaming

‘am’ is after midnight and ‘pm’ is past midday.



Activity 2: Back in time

2.1 AM or PM?

2.2 Before clocks

Sunset

Rain and lightning

Midday sun

Fish jumping out of the water

My ancestors used natural clues to help them plan what they would do each day and season. What do you think my ancestors might have done when they saw these clues?



2.3 Body clock

My ancestors listened to their body clocks. What are these people’s body clocks telling them?



2.4 Recognising the signs

Draw a picture or write some words to show what your body would do to let you know what it needed in these situations.

It is time to play.

It is time to eat.

It is a hot day in summer.

It is late in the evening.

Write a sentence about something interesting you learnt today.

Do you understand the signs your body sends you?



Activity 3: We’ve got clocks!

3.1 Matilda and Jack need their watches.

a) Draw the hands on these watches to show Matilda’s appointmenttimes.

10:15 5:45 quarter past 7 quarter to 11

b) Jack has a digital watch. Show these appointment times on his watch.

quarter to 12 fifteen minutes past 6

quarter past 8 45 minutes past 9

What sort of watch do you have? __________________________

Our body clocks are useful when we do not have a clock or watch.

I need a watch so I don’t miss appointments!



Finding gold

Plants and animals have body clocks

Choose one plant and one animal to investigate. Write their names into the chart. Make a list of any body clock actions that you discover. To help, investigate questions such as: What tells my plant or animal that it is time to wake up, eat, sleep or get out of the sun?

Plant

Animal




1. Mix it up

2. Quick subtraction


16 − 3 = 11 − 6 = 14 − 1 = 17 − 5 =

15 − 4 = 13 − 2 = 9 − 9 = 8 − 0 =

3. What number is that?

Write each number using digits.

7 tens + 4 ones

3 hundreds + 9 tens + 5 ones

8 hundreds

Eight hundred and four

Five hundred and thirty−one



4. Tell the time

Draw the hands on the analogue clocks to match the times on the digital clocks.



Digging in

Activity 1: Thinking about time

1.1 Timely facts

Use the words in the boxes to make the statements true.

past minutes analogue 3

to 9 digital half

1. A ______________ clock shows the time using only numbers.

2. An _________________ clock has hands and numbers.

3. To show ___________ past, the minute hand points to the 6.

4. To show quarter past, the minute hand points to the __________.

5. To show quarter to, the minute hand points to the ____________.

6. If the clock shows quarter ___________ twelve, fifteen minutes havepassed since twelve o’clock.

7. If the clock shows quarter ___________ nine, it is fifteen minutesbefore nine o’clock.

8. Sixty __________________ make one hour.



1.2 What’s the time?

a) Read the time shown on each clock. Write the time in numbers in thespace under each clock.

b) Show the written time on these clocks.

Quarter past 7 Quarter to five

c) Write the times shown on these clocks using words.



1.3 Digital to analogue Use different coloured pencils to join each digital clock with the analogue clock that shows the same time.

● ●

● ●

● ●

● ●



1.4 Telling the time

Clock Read Explained Between the o’clock times of



Activity 2: Length of time

2.1 How long did it take?

These are the start and finish times for Matilda’s daily runs. Write the time under each clock. Work out how long it took Matilda to complete each run and write the answer into the sentence.


Monday’s run took ____________. Tuesday’s run took __________.


Thursday’s run took __________. Friday’s run took ___________.

Loop T for True or F for False.

Matilda’s longest run was on Friday. T F Matilda ran for less than an hour on Tuesday. T F Matilda’s shortest run was on Monday. T F Matilda ran for a longer time on Thursday than on Monday. T F



2.2 Run run run

Jack started his run at What was the time when he stopped running 15 minutes later? Show it on the clock.

Matilda started her run at What was the time when she stopped running 15 minutes later? Show it on the clock.

Dave started his run at What was the time when he stopped running 45 minutes later? Show it on the clock.

Polly started her run at What was the time when she stopped running 45 minutes later? Show it on the clock.

Write the answers to these questions on the digital clocks.

If Polly started her run fifteen minutes later, what time would she leave?

If Matilda ran for an extra fifteen minutes what time would she finish?



Activity 3: Time of day

3.1 What could I be doing?

Loop the picture that matches what you could be doing at the times shown on the digital clocks.

eating breakfast getting ready for bed


sleeping playing

sleeping playing

waking up eating dinner




Reflection Student Teacher/Adult

Things I can do On my own

Some help

Lots of help

No help

Some help

Lots of help

Talk about time using appropriate vocabulary.

Make and read times on an analogue clock.

Make and read times on a digital clock.

Read and write o’clock times as words and numbers.

Read and write half past times as words and numbers.

Read and write quarter past times as words and numbers.

Read and write quarter to times as words and numbers.

Pair times on analogue clocks with those on digital clocks.

Work out the length of time passed using digital and analogue clocks.

Compare different lengths of time.

Use an analogue clock to count and make groups of five.

Understand that ‘am’ is after midnight and ‘pm’ is past midday.

Understand that my body clock helps me understand how I feel.

Understand that Indigenous people use their body clocks and natural signs to plan their day.

MATHSAC005 SET 5 – NUMBER AND TIME

ACTIVITY BOOK ISBN: 9780730744252

MATHEMATICS Set 5 – Number and Time

Early Childhood Lesson Notes

MATHEMATICS

MATHSAC005

Mathematics

Set 5 Number and Time

Early Childhood

Lesson Notes

First published 2012

ISBN 9780730744252

SCIS 1563626

© Department of Education WA 2012

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the Western Australian Department of Education, unless copied under the Statutory Education Licences.

Requests and enquiries concerning copyright should be addressed to:

Manager Intellectual Property and Copyright Department of Education 151 Royal Street EAST PERTH WA 6004

Email: [email protected]

This resource contains extracts from The Australian Curriculum Version 3.0. © Australian Curriculum, Assessment and Reporting Authority 2012.




• the author’s material aligns with the Australian Curriculum content descriptions for the relevantyear and subject.



This product contains various images ©Thinkstock 2012, used under licence. These images are protected by copyright law and are not to be reproduced or re-used in other materials without permission from the owner of Thinkstock.

creativecommons.org/licenses/by-nc/4.0/

https://creativecommons.org/licenses/by-nc/4.0/


Number and Time Set introduction

This set has 10 days. Each day incorporates lesson notes with solutions, and activity sheets. Throughout this set, four characters who are linked to the Australian Curriculum strands guide the learning. They are Jack, (Number and Algebra), Polly, (Statistics and Probability), Matilda, (Measurement) and Dave, (Geometry).

Day structure Each day is divided into parts and should take about an hour to complete.

Head first

Head first activities should take about 10 minutes to complete. These mental activities are a revision of what the student would be expected to know from previous days or years of schooling. These activities include:

• an oral component that requires an oral response which can be recorded ifrequired, using an MP3 player, mobile phone, video recorder or computer

• practice of basic number facts

• revision of the Australian Curriculum strands of Number and Algebra,Measurement and Geometry and Statistics and Probability.

Let’s explore

Let’s explore is a feature of days 1 and 6. It is a number investigation and should take no more than 10 minutes to complete. The activity provides open-ended questions that allow the student to develop and apply knowledge of number.

Digging in

Digging in is the body of the lesson where new material is introduced and activities are designed to consolidate the learning. It consists of activities based on the Australian Curriculum strands Number and Algebra, Measurement and Geometry and Statistics and Probability. This section should take 45 minutes to complete.



Finding gold

Finding gold activities are engaging activities designed to stimulate and challenge the mind. These activities appear at various stages throughout the set.

This icon indicates that the student and teacher will be involved in discussion and oral questioning. These activities are an integral part of each day, introducing and consolidating new skills and concepts.

Lesson notes and activity solutions

The lesson notes and activity solutions incorporate a materials list, background information, learning plan and activity solutions. It is important to:

• read the lesson notes for each day in advance

• have all of the equipment ready at the beginning of each day

• help the student with the organisation of materials

• read the instructions if the student has difficulty

• repeat the instructions if the student is unsure

• observe the student working and be on hand to discuss and teach wherenecessary

• tell the student an answer if it is not known

• check and mark activities as they are completed

• participate in games and activities which require more than one person

• demonstrate where necessary

• provide positive feedback

• encourage care and neatness of work.



What's in the Lesson notes?

This resource provides various types of information.

• Materials listThis is a list of equipment needed for each day.

• Background informationThese passages explain concepts, give definitions and provide tips.

• Learning planThe learning plan explains in detail the sequential steps of the lesson.A 'Say' box details what to say to the student. Student responses are included when a question is asked. Days 5 and 10 review the concepts taught during the previous four days. The student may require assistance to read the instructions but should be able to complete the activities unassisted. Oral components can be recorded if required, using an MP3 player, mobile phone, video recorder or computer.

• Activity solutionsActivity solutions are provided to allow you to check and correct the student’s work. The solutions provided for discussions and activity sheets are printed in bold.

Activity sheets Each day incorporates a number of activity sheets. The activity sheets need to be printed on paper or card, as stated in the relevant materials list. The lesson notes provide details and related activities that support the activity sheets.

• Reflection sheetsDays 5 and 10 include Reflection sheets to be completed and discussed with the student.



This set plan describes the main focus for each day in Number and Time.

Set plan

Day Content focus

1 Addition strategies

2 Solving addition problems using doubling and number lines

3 Writing and solving number stories using images and think boards

4 Partitioning numbers for addition, using MABs and calculators

5 Review

6 Using analogue and digital clocks to explore o’clock and half past times

7 Using analogue and digital clocks to investigate time intervals and quarter past times

8 Using analogue and digital clocks to investigate time intervals and quarter to times

9 Investigating am and pm, and body clocks

10 Review


Number and Time Day 1

Day 1 notes and activity solutions Materials • printed activity sheets

• 18 blocks (2 cm cubes or MAB units)

• pack of playing cards

• clock, watch or timer

Head first

Background information

The student may need help with the following: 3. Shape patterns: the student may need to say the shapes to identify the pattern.

For example, in a) the student would say, ‘rectangle, rectangle, circle, circle;rectangle, rectangle, circle, circle; rectangle, rectangle, circle, circle’.

4. Likely and unlikely: the student may need to have the events read aloud.

1. Count by twos

a) Count from 120 to 130 by twos. 120, 122, 124, 126, 128, 130b) Count from 250 to 260 by twos. 250, 252, 254, 256, 258, 260c) Count from 95 to 115 by twos. 95, 97, 99, 101, 103, 105, 107, 109, 111, 113, 115

2. Greater than or less than?

6 is greater than 5 10 is less than 8 There are more

than

yes no yes no yes no



3. Shape patterns

Draw the next four beads in these patterns.

a) b) c)

4. Likely or unlikely

Read and tick if each event is likely or unlikely.

Event Likely Unlikely

a) I can run as fast as a horse.

b) I will grow taller this year.

c) It will rain this year.

d) I will sleep tonight.

e) I can swim from Australia to Bali.

Let’s explore


The student will use blocks or MAB units to help answer questions about eighteen.

Learning plan

Ask the student to write the number 18 in the centre of the star.

Say

What do you know about 18? Possible responses are: • 18 is less than 20• 18 is more than 10• 18 is double 9• plus and minus number facts, such as: 17 + 1 and 20 – 2• I have a sister who is eighteen years old.Use your blocks to help you complete the activity sheet.In the ‘My own discovery’ box, write any other facts you know or can find out about eighteen.



18

My own discovery: Answers may vary but could include:

• 1 + 17 = 18• 2 + 16 = 18• 3 + 15 = 18• 4 + 14 = 18• 19 – 1 = 18• 20 – 2 = 18• 21 – 3 = 18• There are eighteen cars in my

toy box.

18 is 1 more than 17 18 is 2 less than 20

18 is 10 more than 8

18 is 10 less than 28

Is 18 odd or even? even 2 + 16 = 18 18 = 4 + 14 11 + 7 = 18

Share 18 into 2 groups.

How many in each group? 9 Share 18 into 3 groups. How many in each group? 6

Half of 18 = 9



Digging in


Addition is the putting together of two or more quantities. There are many ways to say add. They include:

• add

• total

• plus

• sum of

• combine

• increase by

• more

• and

• How many … altogether?Knowing the different words used in addition situations will help the student to recognise when to add.

Learning plan

Activity 1: The meaning of addition Read Activity 1: Meaning of addition with the student. Ask the student to put out a group of 3 blocks and a group of 6 blocks.

Say

Look at the blocks. I can add these 3 blocks to the 6 blocks and say. ‘3 add 6 equals 9 blocks.’ What other words could I use instead of ‘add’? Possible responses: and, plus, total, sum of, combine.

For words the student does not provide, use the word or words to ask the student to add the blocks. The following shows an example for the words ‘combine’ and ‘more’.

Say

I have 6 blocks and you have 3 blocks. Combine our blocks. How many do we have? 9 What have we done? Possible response: added, joined together, combined. Here are 6 blocks. Put 3 more in the pile. How many do I have? 9 What have you done? Possible response: added, joined together, made bigger, increased by 3.



Ask the student to complete Activities 1.1 and 1.2.

1.1 Add or not?

Tick the following that mean add.

Actions Tick

a) What is 4 plus 3?

b) How many are left from 5 minus 3?

c) Take 5 from 7.

d) What is the total of 3, 2, and 1?

e) Combine 2 and 3.

f) Tom has 3 snails and then he bought 5 more for his tank.

1.2 More words for add

Loop the ways that mean add.

and take total from

minus add subtract +

plus share sum of more

split combine – less



1.3 Add clap

Say

I am going to say some words you would have heard used in maths. Clap if you think the word or words means ‘add’.

• plus clap • from

• share • combine clap

• total clap • sum of clap

• minus • and clap

• take away • less

• addition clap • 5 more clap

When we add we are putting things or numbers together. We can ask, ‘How many altogether?’ or ‘What is the total?’

Activity 2: Adding


A strategy is a problem solving method. The simple strategies presented here will help students to solve problems quickly and confidently.

2.1 In the backyard

Read the instructions for Activity 2.1 on the activity sheet and ask the student to complete the task. a) How many creatures were under the tree? 12 (3 and 9) b) How many creatures were in the vegetable patch? 12 (5 + 7)c) How many creatures were in the grass? 16 (7 plus 9)



Say

How did you find each total? Responses may vary. Possible responses: • I counted one lot and then counted on the second lot. For

example, I counted 5 snails and then counted on the ladybirds, 6, 7, 8, 9, 10, 11, 12

• I found the number of each type of creature and then added thenumbers together. For example, 3 butterflies plus 9 spiders = 12

• I counted each one.

2.2 Adding on

Say

In this activity you are using your fingers to help you count on from the larger number. Look at the example that reads: four add thirteen equals. What is the largest number? 13 Hold up your closed fist. If you are counting on from the larger number, what are you thinking in you head? I am thinking of the number thirteen. How many are you going to count on? 4 Let’s add on one number at a time. As you say each number, open up a finger. In your head you have thirteen, put up one finger and count on. What will you say? 14 You have added or counted on one. Now put up another finger and add on one more. What will you say? 15 You have added or counted on two. Now put up another finger and add on one more. What will you say? 16 You have added or counted on three. Now put up another finger and add on one more. What will you say? 17 How many have you added or counted on now? 4 So thirteen add four equals? 17 Write your answer in the box next to the number sentence. Show me again how you counted on to add the four, using your fingers. Student repeats the finger action, counting on as each finger is raised. Now write the numbers above the pictures of the fingers to show what you did. Student continues the numbering pattern and writes 15, 16 and 17 into the boxes above the hand images. Complete the two counting on activities on the activity sheet.



4 + 13 = ? Start from 13 and count on.

13 14 15 16 17

4 + 13 = 17

a) 25 + 4 = ? Start from 25 and count on.

26 27 28 29

25 + 4 = 29

b) 5 + 38 = ? Start counting from 38.

39 40 41 42 43

5 + 38 = 43



The student needs to be able to count by tens from any number. This makes it easier to mentally add larger numbers. For example, 23 + 41 can be solved by adding on the tens and then the ones. That is, 23 + 40 (33, 43, 53, 63) and 1 more equals 64.



Learning plan

Say

Count by tens to 120. 10, 20, 30, 40, 50, 60, 70, 80, 90, 100, 110, 120 Great! Now count by tens from 104 to 174. 104, 114, 124, 134, 144, 154, 164, 174. For this activity use the number grid on the activity sheet to help you. Place the small wooden block on 304 in the number grid on the worksheet. Count 10 more and move your block as you count. What number is 10 more? 314 Count 10 more, again moving your block as you count. What number is 10 more than 14? 324 What do you think 10 more will be? 334 Count 10 more to check. Now count by tens from 304 to 334. 304, 314, 324, 334 Can you see a pattern? Possible responses:

• They all end in 4.• The numbers are under each other in the grid.

Put the block on 336. Count on 10 more. What is the number? 346 What do you think the next number will be? 356 Now, again start at 336 and count by tens to 406. 336, 346, 356, 366, 376, 386, 396, 406

If the student still has difficulties, use different numbers and repeat the above steps. Make sure the student uses the number grid to count on by tens. A student who has no difficulties counting by tens can be extended by asking the student to start from other larger numbers, such as 136, 189, 329, 648 up to 1 000, without the use of the number grid. Ask the student to complete Activity 2.3. a) 323, 333, 343, 353, 363, 373b) 317, 327, 337, 347, 357, 367, 377, 387c) 311, 321, 331, 341, 351, 361, 371, 381d) 355, 365, 375, 385, 395, 405

2.4 Counting back by tens


When adding or subtracting two-digit numbers mentally, most people begin with the tens. That is:



• count on the tens for addition. For example, for 42 + 36 = , count on the 3 tensfrom 42 to 72 (52, 62, 72) and then add on the 6 ones, 72 + 6 = 78.

• count back by tens for subtraction. For example, for 68 – 36 = , count back the3 tens from 68 to 38 (58, 48, 38) and then take away 6 ones, 38 – 6 = 32.

Learning plan

Counting back by tens from any number will make it easier later to mentally subtract from larger numbers.

Say

Count back by tens from 100. 100, 90, 80, 70, 60, 50, 40, 30, 20, 10, 0 Count back by tens from 51 to 1. 51, 41, 31, 21, 11, 1 Use the number grid on the activity sheet will help you to count back by tens. Place the small wooden block on 551 in the number grid. Count back 10 and move your block as you count. What number is 10 less than 551? 541 Count back 10 more, again moving your block as you count. What number is 10 less than 541? 531 What do you think 10 less than 531 will be? 521 Count back 10 to check. Now count back by tens from 551 to 501. 551, 541, 531, 521, 511, 501 Can you see a pattern? Possible responses:

• They all end in 1.• The next number is above the number in the grid.

Put the block on 587. Count back 10. What is the number? 577 What do you think the next number will be? 567 Now, again start at 587 and count back by tens until you reach 507. 587, 577, 567, 557, 547, 537, 527, 517, 507 Now complete Activity 2.4.

A student who has no difficulties counting backwards by tens can be extended by starting from other larger numbers that cross over to the previous hundred, without the use of the grid. For example, starting from 213 the count is 213, 203, 193 … . Count back by tens from the start number to get to the end number. a) 568, 558, 548, 538, 528, 518b) 583, 573, 563, 553, 543, 533c) 608, 598, 588, 578, 568, 558d) 555, 545, 535, 525, 515, 505



Activity 3: Bring on the basic facts


We refer to the addition and subtraction facts up to twenty as the basic number facts. Examples of basic number facts are 6 + 3 = 9, 12 – 7 = 5. Automatic knowledge of the basic number facts comes with practice.

3.1 Beat the clock

Say

Give me an example of a basic addition fact. Answers may vary. Basic facts mostly use one-digit numbers or numbers in the teens, for example, 4 + 7 = 11, 5 + 13 = 18. You may already know many of the basic facts. These are the basic facts where the answer pops straight into your head without you even thinking about it. Practising and using basic facts will help you know them all automatically and you will become much faster at problem solving. Let’s see if you know these basic facts automatically. Tell me the answers as quickly as you can: 1 + 7 = ? 8 2 + 4 = ? 6 3 + 5 = ? 8 9 + 3 = ? 12 19 + 1 = ? 20 6 + 2 = ? 8 2 + 13 = ? 15 4 + 7 = ? 11 If you don’t know a basic fact automatically, what strategy could you use to solve it? Possible responses: count on, count on from the larger number. In the activity you will have 2 minutes to complete as many basic number facts as you can.

Time the student for two minutes.

a) 1 + 4 = 5 f) 7 + 2 = 9 k) 10 + 10 = 20 p) 3 + 5 = 8

b) 7 + 1 = 8 g) 2 + 12 = 14 l) 10 + 5 = 15 q) 5 + 4 = 9

c) 9 + 1 = 10 h) 6 + 3 = 9 m) 5 + 5 = 10 r) 6 + 2 = 8

d) 2 + 3 = 5 i) 3 + 3 = 6 n) 5 + 7 = 12 s) 4 + 6 = 10

e) 5 + 2 = 7 j) 3 + 12 = 15 o) 8 + 5 = 13 t) 8 + 4 = 12

Answers will vary for the remaining parts of this activity.




Say

The basic addition number facts up to 20 are used to solve more difficult problems. For example, knowing 3 + 5 = 8 helps you to solve 43 + 5 = 48. The 3 + 5 = 8 fact is repeated when you add the ones. In this activity you will use simple basic facts to solve number sentences.

a) 3 + 5 = 8 b) 2 + 7 = 9

13 + 5 = 18 2 + 17 = 19

3 + 25 = 28 32 + 7 = 39

43 + 5 = 48 2 + 57 = 59

c) 4 + 3 = 7 d) 2 + 6 = 8

4 + 13 = 17 22 + 6 = 28

14 + 3 = 17 42 + 6 = 48

54 + 3 = 57 2 + 56 = 58

What patterns can you see?

Possible responses: The last digit is the same in the answers for all of the a) number sentences (also applies to b, c and d). The first number fact is repeated and added on to larger numbers. For example 4 + 3 = 7 is in 54 + 3 = 57.



3.3 Pegs on card


For addition, the order of the numbers in an addition equation does not affect the answer. For example, 4 + 7 = 11 and 7 + 4 = 11. This is called the commutative property of addition. We say that addition can be turned around. Subtraction can not be turned around. In subtraction the order of the numbers is very important. For example, 11 – 7 = 4, but 7 – 11 does not equal 4.

Learning plan

The student will need:

• A4 paper x 1

• A4 paper or card

• pegsHave the student place the card so that it is in portrait position with the shorter edges at the top and bottom.

Say

Peg 6 pegs along the left side and 3 pegs along the right side of the card. How many pegs are there altogether? 9 What number sentence can you tell me about the pegs? 6 + 3 = 9 Write the number sentence on the sheet of A4 paper. Turn the card around so the 3 pegs are on the left. How many pegs are there altogether? 9 What is the number sentence? 3 + 6 = 9 Write the number sentence under your other one. What do you notice about the answer? The answers are the same. What do you notice about the order of the numbers to be added? They are different (6 and 3, 3 and 6). Does the order of the numbers change the answer? no We call these turn-around facts. The numbers to be added can be turned around and the answer stays the same.



Repeat the peg activity using different basic number facts such as 4 + 8 and 3 + 5. The student completes the activity worksheet. Write the turn-around number sentences.

a)

Number sentence: 2 + 4 = 6 Number sentence: 4 + 2 = 6

b)


c)




Day 2 notes and activity solutions Materials • activity sheets

• set of dominoes or cut out dominoes from activity sheet

• 9 red pegs and 4 blue pegs (counters or coloured blocks)

• calculator

• a pack of playing cards

• six-sided die

• ruler

Head first

1. Count on

a) From 118 count on 5 more. 119, 120, 121, 122, 123b) From 325 count on 6 more. 326, 327, 328, 329, 330, 331c) From 738 count on 7 more. 739, 740, 741, 742, 743, 744, 745d) Count backwards by 10 from 870 to 800. 870 860, 850, 840, 830, 820, 810,

800e) Count backwards by 10 from 154 to 54. 154, 144, 134, 124, 114, 104, 94, 84,

74, 64, 54f) Count backwards by 10 from 637 to 567. 637, 627, 617, 607, 597, 587, 577,

567

2. Bird tally

Farmer Lowry’s birds

Bird Tally Total

ducks 9

turkeys 7

chickens 3



3. Number cruncher

The number cruncher machine adds 5 to numbers. Write the new numbers made by the machine.

4. Ordinal numbers

a) What is the 3rd letter of the alphabet? C

b) What is the 10th letter? J

c) What letter is the 2nd letter after B? D

d) What is the 4th letter after G? K

e) P is the 16th letter of the alphabet.



Digging in Activity 1: Basic facts are back

1.1 Biggest winner

Learning plan

This is a basic facts game for two players. Use only the number cards from a deck of playing cards with an ace counted as a 1.

Say

We are going to play a game to practise our basic facts. I’ll tell you how to play and you set up the cards. Deal out the deck so that each player has half of the cards. Both players turn over two cards. Each player adds to find the total value of the two cards. The player with the highest total wins the 4 cards. If both cards equal the same total, repeat step 2 and add to find the total of the two new cards. The player with the highest total takes all 8 cards. Repeat step 2 again if the total is the same. After all of the dealt cards have been played the winner is the player with the most cards.

Activity 2: Doubles

2.1 Doubling tricks


Doubling is a strategy students can use to help solve addition problems involving larger numbers.

Learning plan

Teach these two finger games to the student. 1. Fingers upShow the student different amounts of fingers from one hand.The student uses two hands to show double the amount and calls out double the number. For example, you show 3 fingers and the student shows the same 3 fingers on both hands. The student calls out, ‘double 3 is 6.’



2. Double count-onsCount aloud to a number between 1 and 10. For example, 1, 2, 3, 4, 5, 6, 7.As you count the student raises the same number of fingers (seven fingers are raised). To find the double, the student continues counting aloud, lowering a finger for each number.

1 2 3 4 5 6 7

8 9 10 11 12 13 14

When all of the fingers are lowered, the student should have reached double the number counted. The student then makes a statement. For example, ‘double 7 is 14.’ Play each finger game twice with the student, using different numbers each time.



2.2 Doubling bugs

Read the instructions for Activity 2.2 with the student. Ask the student to complete the activity.

4 + 4 = 8

Double 4 = 8

6 + 6 = 12

Double 6 = 12

8 + 8 = 16

Double 8 = 16

9 + 9 = 18

Double 9 = 18

5 + 5 = 10

Double 5 = 10

7 + 7 = 14

Double 7 = 14



2.3 Double dominoes

The student will need a set of dominoes or those cut out from the activity page.

Say

Place all the dominoes face up on the table. Take out all the dominoes that show doubles. Eg

Tell me a basic fact to match each double domino. 1 + 1 = 2, 2 + 2 = 4, 3 + 3 = 6, 4 + 4 = 8, 5 + 5 = 10, 6 + 6 = 12

Choose a ‘non-double’ domino. Eg:

How many dots are on this domino? 5 What is double 5? 10 Repeat this using four more dominoes. Ask the student to complete the activity sheet.

a) b)

Double 5 = 10 Double 7 = 14

c) d)

Double 9 = 18 Double 11 = 22



2.4 Near doubles


Doubling is a strategy students can use to help solve addition problems involving certain basic facts called ‘near doubles’. These basic facts are close to doubles. For example, 5 + 6 is ‘near’ the double 5 + 5. The student may think ‘5 + 5 = 10 plus 1 = 11, 5 + 6 = 11’. The student might also think ‘ 6 + 6 = 12 take 1 = 11’.

Say

What double is near or close to: 3 + 4? 3 + 3 or 4 + 4 7 + 6? 6 + 6 or 7 + 7 5 + 4? 4 + 4 or 5 + 5 10 + 9? 9 + 9 or 10 + 10 8 + 7? 7 + 7 or 8 + 8 How would you use a double to solve 9 + 8? 8 + 8 = 16 plus 1 = 17 or 9 + 9 = 18 take 1 = 17How would you use a double to solve 2 + 3? 2 + 2 = 4 plus 1 = 5 or 3 + 3 = 6 take 1 = 5 Now use your knowledge of doubles to complete the Activity 2.4.

Use the doubles to help you solve these.


a) 6 + 7 = Double 6 = 12 6 + 7 = 13

b) 5 + 6 = Double 5 = 10 5 + 6 = 11

c) 8 + 9 = Double 8 = 16 8 + 9 = 17

d) 10 + 11 = Double 10 = 20 10 + 11 = 21

e) 20 + 21 = Double 20 = 40 20 + 21 = 41

f) 50 + 51 = Double 50 = 100 50 + 51 = 101



2.5 Double or plus?

Learning plan

This is a game for two players. You need:

• a six-sided die

• the score cards on the activity page.Ask the student to predict who will win the game and write his/her answer on the activity sheet.

Say

To learn how to play this game, we will have a trial run and I’ll tell you the rules as we play. You roll the die. We both write the number you rolled in the ‘die roll’ column of our own score card. What is double the number you just rolled? Write that number in your ‘double’ column. I will add 3 to the number you rolled and write the answer into my ‘plus 3’ column.

Player 1 Player 2

Die roll Double Die roll Plus 3

4 8 (4 + 4) 4 7 (4 + 3)

Say

It’s my turn to roll the die. Now we both write my number into our ‘die rolled’ column. You double my number rolled and write the answer in your ‘double’ column. I will add 3 to the number I rolled and write the answer into my ‘plus 3’ column. Continue playing until the die has been rolled 6 times. The winner is the player with the highest total.

Help the student to use a calculator to find the total scores on both score cards. Ask the student to answer the two questions under the score cards.



Activity 3: Number lines


Number lines can start from zero but may start from larger numbers. The numbers can be written above or below the line. Number lines have arrow heads to indicate that numbers go beyond what is shown. Number lines can be used for counting on to solve addition problems.

3.1 Missing numbers

Learning plan

Say

Look at Activity 3.1. What can you see? number lines What do you know about number lines? Possible responses: • they have numbers on them• they go on for ever• they are straight• they can be numbered so you can count in ones, twos, threes etc.Look at the first number line. What is the starting number? 96Look at the numbers. As you move along the line, how are you counting? in ones Fill in the statement above the number line to show this. Write the missing numbers into the first number line.

Continue this pattern of questioning for each number line. a) Counting by ones

96 97 98 99 100 101 102 103 104 105 106

b) Counting by ones

123 124 125 126 127 128 129 130 131 132 133



c) Counting by fives

225 230 235 240 245 250 255 260 265 270 275

d) Counting by twos

676 678 680 682 684 686 688 690 692 694 696

e) Counting by ones

904 905 906 907 908 909 910 911 912 913 914

f) Counting by tens

350 360 370 380 390 400 410 420 430 4400 450

Read activity 3.2 with the student and ask him/her to complete it.

3.2 Pattern plus

Say

These number lines are missing lots of their numbers and you have to find one of the missing numbers. How can you do this? Read the numbers on the number line and find out the counting pattern. Use the counting pattern to work out the missing number. Look at the first number line. Read the numbers and count along to work out the pattern. What is the counting pattern? counting by ones How do you know? from 54 I can go 55, 56, 57 and then land on 58 What number will you write into the green box? 60

Ask the student to complete the remaining missing numbers. If the student experiences difficulty, use the questions above to guide him/her.



a)

54 58 60 64

` b)

85 95 110 120 135

c)

23 53 73 103

d)

55 65 75 95

e)

245 275 295 325

f)

52 62 67 77 92



3.3 Addition with number lines

Pegs, coloured blocks or counters can be used for this activity. Ask the student to choose 9 red pegs and 4 blue pegs and make one row of red pegs and one row of blue pegs.

Say

How many red pegs are there? 9 How many blue pegs are there? 4 Start with the 9 red pegs and count on the blue pegs. 10, 11, 12, 13 Place the pegs back into their rows. Start with the 4 blue pegs and count on the red pegs. 5, 6, 7, 8, 9, 10, 11, 12, 13 What can you tell me about the answers? They are both the same, 13. Which was quicker to count on, the red pegs or the blue pegs? blue pegs Why? There are less pegs to count on. That’s right. It is quicker to start counting on from the larger number. That is a strategy to help us add. A strategy is the way we solve a problem. Jack uses a number line as a strategy to solve 4 + 9. Let’s look at the activity sheet.

Ask the student to look at the activity page to see how Jack used a number line to show the peg problem. Read the information and what Jack has to say. Ask the student to circle the larger number for each addition number sentence. To solve each number sentence, the student starts jumping (and counting) from the circled number. The student should draw ‘leaps’ along the number line, like Jack has done, to get to the answer.

a) 3 + 11 = 14

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

b) 5 + 9 = 14

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15



c) 4 + 8 = 12

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

d) 8 + 3 = 11

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

3.4 Ruler number lines


A ruler can be used as a number line to solve equations with an answer up to and including 30. When adding, start the jump line from the larger of the numbers being added.

Learning plan

Say

What object is like a number line? a ruler, tape measure Why? It’s straight and has numbers marked evenly along it. When you don’t have a number line you can use a ruler to help solve problems. We want to add 6 and 9. Which number will you start with? 9 Why? Because it is the larger number. It’s faster to count on six numbers than nine. Find nine on your ruler. Count on six. What is the answer to six plus nine? 15

Ask the student to think of three more pairs of numbers to add and help him/her use the ruler to find the answers. Look at Activity 3.4. Read a) to me. 7 + 5 = What number are you adding onto? 7 What number do you begin jumping from? 7 Now draw in your jumps on the ruler. What is the answer? 12



Write the answer in the answer box. Complete the rest of the examples on the page.

a) 7 + 5 = 12

b) 5 + 13 = 18

c) 8 + 6 = 14

d) 9 + 6 = 15



e) 17 + 8 = 25

f) 16 + 9 = 25

g) 8 + 21 = 29

h) 13 + 13 = 26




• 20 pegs or plastic animals or toys

Head first

1. Counting on ten

a) Count from 435 to 505 in tens. 435, 445, 455, 465, 475, 485, 495, 505b) Count from 178 to 238 in tens. 178, 188, 198, 208, 218, 228, 238c) Count from 541 to 601 in tens. 541, 551, 561, 571, 581, 591, 601d) Count from 913 to 963 in tens. 913, 923, 933, 943, 953, 963e) Count from 98 to 208 in tens. 98, 108, 118 128, 138, 148, 158, 168, 178, 188, 198, 208

2. Lots of ten

Loop the groups of ten. Complete the table. How the objects were looped may vary.

Number of groups: 3 Number of groups: 4

Total: 30 Total: 40

Number of groups: 4 Number of groups: 3

Total: 40 Total: 30



3. Picture graph

Jack collected natural objects from his back yard. The picture graph shows Jack’s collection.

Jack’s collection of natural objects

leaves

gum nuts

pebbles

feathers

a) What object did Jack collect the most?


b) What object did Jack collect the least?


c) How many more leaves are there than pebbles? 4 leavesd) How many objects did Jack collect altogether? 24

4. Fill the jug

a) How many cups fill 2 jugs? 8 cupsb) How many cups fill 3 jugs? 12 cups



Digging in Activity 1: Number sentences


Students will develop an understanding of the relationship between concrete materials, images, words and numbers when representing addition facts. This will allow them to solve everyday problems that involve addition.

Learning Plan

Say

Tell me some times when you use addition to find an answer. Possible responses are: • I had some pocket money (toys, lollies) and you gave me some

more. How much money do I have?• I have some marbles and my brother has some marbles and we

want to know how many we have altogether.• I caught 4 fish yesterday and 7 fish today and I want to know how

many fish I caught altogether.Jack has been exploring on the beach and he found a rock pool. Let’s read Activity 1.1 to see what was in the rock pool. Tell me what Jack saw in the rock pool. He saw three crabs and two shells. Jack wants to write a number sentence in the sand to show what he saw. What would he write? 3 + 2 = 5 or 2 + 3 = 5 Look at the table to see some other things Jack saw along the beach. Write a number sentence to match each picture.



1.1 On the beach

Objects seen or found Number sentence

a)

6 + 4 = 10

b)

8 + 5 = 13

c)

5 + 6 = 11

d)

9 + 5 = 14


2.1 Numbers and words


It is important that the student can tell a story to match a number sentence. Many students forget to include a question or an instruction to solve the number sentence. Words and phrases that may be used in an addition number story include:

• plus … • increased by

• and • find the total

• more • what is the sum of … ?

• combine • how many altogether … ?



Learning plan

Say What are some words that mean add? total, plus, combine, more, addition, and, increase

Give the student 6 pegs and have 2 pegs in front of you.

Say

You have 6 pegs and I have 2 pegs. What is the addition number sentence? 6 + 2 = 8 Can you think of a story about having 6 pegs and then getting 2 more? Possible response may be: I used 6 pegs to hang up skirts and 2 pegs to hang up socks. How many pegs did I use altogether?

If the student has difficulty telling a number story, model by saying the peg number story. Have the student repeat the story. Provide more practice by using other concrete objects such as pencils, counters, toys. Ask the student to include a question or direction in their number story, such as ‘How many do we have altogether?’ or ‘Find the total of … ’

Say

Look at Activity 2.1. Look at the picture of feathers and shells. What is the number sentence? 6 + 5 = 11 Write it into the blue box. A number story tells what happened with the number of objects. Read the first sentence of the number story. Jack found 6 feathers and 5 shells on the beach. That sentence tells me who and what. Who is the sentence about? Jack What did he find? 6 feathers and 5 shells Read the question. How many things did he find altogether? Tell me the word that means ‘add’ in that sentence. altogether A number story has a question to be answered. It is because of the question that we add the numbers. Write number sentences about the fish and the ice-creams into the table.

6 + 4 = 10 or 4 + 6 = 10

9 + 7 = 16 or 7 + 9 = 16



Say

Now think of a number story to match the fish. Who is your number story going to be about? Responses will vary. Possible responses are: • I went fishing• my dad and his aquarium• Jack.What objects are in your story? gold fish and green fishDid the person see, find or collect these objects? Responses may vary.Now tell me your number story. A possible response is: ‘Jack was snorkelling in the ocean. He saw six gold fish and four green fish. What is your question? A possible question is: ‘How many fish did Jack see altogether?’.

Repeat the steps for the second number story. The student colours the bubbles that describe his or her number stories. Ask the student to complete Activity 2.2.

2.2 Buying fruit

Number sentences a) 4 + 7 = 11 pieces of fruitb) 9 + 6 = 15 bunches of grapesc) 10 + 9 = 19 pieces of fruitAsk the student to tell you a number story for each picture.Answers will vary. Possible number stories are:a) Mum went to the market and bought 4 oranges and 7 pineapples. How

many pieces of fruit did she buy altogether?b) Nonna cut 9 bunches of black grapes from her grape vine and Nonno cut

six bunches of green grapes from his grape vine. What is the total numberof bunches cut from the vines?

b) Mrs Long made a fruit tart with 10 plums and 9 peaches. How much fruitdid she put into the tart?

Check that the student coloured the bubbles correctly.



Colour the bubbles that describe your number stories. Each of my number stories:

had a ‘who’ and a ‘what’

matched the number sentence

had a question to be answered.

2.3 From words to numbers

Say

Read what Jack has to say about his tomatoes. Read the activity instruction. You can use your ruler as a number line to help you find the answer to each number sentence.

a) Jack saw 4 brown snails and 7 green snails on his cabbages. How many snailsdid he see?

4 + 7 = 11 snails

b) Jack picked 12 beans and his mum picked 7 beans. How many beans did theypick?

12 + 7 = 19 beans

c) Jack saw 5 butterflies and then he saw 3 more. How many butterflies did Jacksee altogether?

5 + 3 = 8 butterflies

d) There are 3 ants on the leaves, 5 ants on the stem and 2 ants on the flowers of atomato bush. How many are there in total?

3 + 5 + 2 = 10 ants

2.4 Presenting information


Thinkboards are a way of organising strategies to solve number problems. One way of organising a thinkboard is shown on the activity sheet.



Learning plan

The student will need to collect two types of objects from the environment. The student needs to decide with you what two types of objects to look for. Limit the total number of objects to be collected to between 15 and 20. Discuss with the student the types of things that are safe to collect, for example: leaves, twigs, stones, feathers and gum nuts. A sea shell can be dangerous if the animal is still living in it. Some states do not allow collection of sea shells. Allow 5 minutes for the student to collect things.

Say

We are looking at different ways of presenting the information about the objects you have collected. We can do this using a thinkboard. What two objects have you collected? Answers will vary. Possible response: feathers and shells. Tell me the story about how you collected these objects. Answers will vary. Possible response: I went to the beach and collected the feathers and shells as I walked along the sand. Let’s write your story into the thinkboard on the activity sheet in the box headed ‘Number story’. Student can write or you can scribe. What addition question can you ask about your objects? How many things did I find altogether? Using your objects, make two groups, one for each object. Eg, Student makes one pile of feather and one of shells. How many of each object do you have? Answers will vary. Possible response: 6 feathers and 11 shells. In the thinkboard draw your objects in the ‘picture’ box. Encourage simple drawings. Tell me a number sentence to match your objects. Possible response: 6 + 11 = 17 (student may or may not give the answer to the number sentence). In the thinkboard, write your number sentence into its box. You have shown your number sentence in three different ways. There is one empty box. Let’s think about the other ways you could show your information. Some possible choices are: • tally marks• draw counters• pictograph• photo of the objects• draw blocks• symbols such as crosses and square.



Say Choose the method you want to use and complete the ‘my choice’ box.

Example of thinkboard based on feather and shells example.


6 + 11 = 17


I found 6 seagull feathers and 11 shells on the beach. How many things did I find altogether?

counters



2.5 Make a thinkboard

Help the student read the instructions for the activity and complete the thinkboard. ‘Number story’ and ‘My choice’ may vary


9 + 8 = 17 or 8 + 9 = 17


Jack saw nine fish and eight pebbles in a rock pool. What is the total of things he saw?




• clock or timer

• MABs

Head first

1. Place value

Say

a) For the number 24, how many ones are there is the ones place?4 ones

b) For the number 24, how many tens and how many ones are there?2 tens and 4 ones

c) How many tens are there in 63? 6 tensd) How many tens are there in 351? 5 tense) How many hundreds are there in 435? 4 hundredsf) What is bigger, 6 hundreds or 9 tens? 6 hundreds

2. Beat the clock


a) 1 + 5 = 6 f) 4 + 2 = 6 k) 10 + 9 = 19 p) 8 + 5 = 13

b) 6 + 1 = 7 g) 2 + 15 = 17 l) 10 + 6 = 16 q) 3 + 7 = 10

c) 4 + 1 = 5 h) 7 + 3 = 10 m) 5 + 4 = 9 r) 6 + 3 = 9

d) 2 + 5 = 7 i) 3 + 4 = 7 n) 6 + 5 = 11 s) 9 + 6 = 15

e) 7 + 2 = 9 j) 3 + 14 = 17 0) 9 + 5 = 14 t) 8 + 6 = 14



3. Inside space

How many small squares are inside each shape?

4. Tall buildings

a) The shortest building is:

A B C D

b) The tallest building is:

A B C D

c) Building A is taller than building:

B C D

d) Building D is shorter than building:

A B C

e) The order of the buildings from shortest to tallest is:

B, C, D, A B, A, D, C B, D, C, A

a) 9 squares b) 12 squares c) 16 squares



Digging in


Numbers can be partitioned or broken into place value parts. At this year level the student will use the terms hundreds, tens and ones to describe the parts. Numbers can be written in their parts without the total value of the number changing.

Activity 1: Breaking a number into parts


Learning plan

The student will need place value chart showing hundreds, tens and ones and MABs Help the student read what Jack has to say on the activity sheet and get ready for the activity.

Say

Numbers can be broken into parts. This is called partitioning. We often break numbers into their place value parts. What place value parts can you name? hundreds, tens and ones The student may include more, such as: thousands, ten thousands etc. Use MABs to show 36 on the place value chart. 3 longs in the Tens column and 6 units in the Ones column. How many tens are there in 36? 3 tens How many ones are there in the Ones column? 6 ones Say 36 in its place value parts. 3 tens and 6 ones What is the value of the 3? 30 What is the value of the 6? 6 What is the total value? 36 How can we write this as an addition number sentence? 30 + 6 = 36 Use the blocks to show 245 on the place value chart. 2 flats in the Hundreds column, 4 longs in the Tens column and 5 units in the Ones column. How many hundreds are there in 245? 2 hundreds For 245, how many tens are there in the Tens column? 4 tens How many ones are there in the Ones column? 5 ones Say 245 in its place value parts. 2 hundreds, 4 tens and 5 ones



Say

What is the value of the 2? 200 What is the value of the 4? 40 What is the value of the 5? 5 What is the total value? 245 How can we write this as an addition number sentence? 200 + 40 + 5 = 245 Let’s look at the activity sheet.

Ask the student to make the first number (24) using the place value chart and MABs. Student should place two tens in the Tens column and 4 ones in the Ones column. Ask the student to record the number of tens and ones used in the small place value chart on the activity sheet.

Ask the student to complete the statement to show the number of tens and ones. The student should complete the remainder of the table in this way.


a) 24

Tens Ones

2 4 2 tens + 4 ones

b) 57

Tens Ones

5 7 5 tens + 7 ones

c) 80

Tens Ones

8 0 8 tens + 0 ones

d) 178

Hundreds Tens Ones

1 7 8 1 hundreds + 7 tens + 8 ones

Tens Ones

2 4



e) 321

Hundreds Tens Ones


f) 409

Hundreds Tens Ones


Ask the student to complete Activities 1.2 and 1.3.

1.2 Digit value

Number Place Value

a) 36 tens 30

b) 64 ones 4

c) 203 ones 3

d) 692 hundreds 600

e) 457 tens 50

1.3 Broken numbers

Partitioned number Total value

a) 7 tens + 3 ones 73

b) 4 tens + 2 ones 42

c) 9 hundreds + 1 ten + 6 ones 916

d) 5 hundreds + 4 tens + 1 one 541

e) 2 hundreds + 8 tens + 9 ones 289

f) 7 tens + 4 ones + 9 hundreds 974

g) 6 ones + 2 hundreds + 8 tens 286



Activity 2: Calculator fun

2.1 Calculator words

The student will need a calculator.

Say

Show me how you turn the calculator on and off. Point to the clear button. Student points to ‘C’ button. This button will remove everything you can see on the screen. Key in the number 8. Clear the screen using the clear button. Key in the number 93. Clear the screen using the clear button. Key in the number 734. Clear the screen using the clear button. Key in the number 7. Turn your calculator upside down. What letter does the 7 look like? L Key in the number 3. Turn your calculator upside down. What letter does the 3 look like? E Key in the number 4. Turn your calculator upside down. What letter does the 4 look like? H If the calculator uses a triangular four like this 4, tell the student to read it as an H. Let’s see what Jack has to tell us on the activity page.

Number a) 639 b) 338 c) 607 d) 7334 e) 5509

Word beg bee log heel boss

Answers to student’s calculator words will vary.

2.2 Calculator check


Numbers can be partitioned and written in their parts without the total value of the number changing. The student will use the calculator to see that the parts come together to make the number. This activity will provide practice at keying in numbers and symbols correctly.

Learning plan

The student will need MABs and a calculator.



Say

Use your flats, longs and units to show me 142. The student should show 1 flat, 4 longs and 2 units. Tell me the parts that make the number 142. 100, 40 and 2 Put the flat and the longs together and now tell me the parts that make 142. 140 and 2 Put the flat and the units together. Tell me the parts that make 142. 102 and 40 Put the longs and units together. Tell me the parts that make 142. 100 and 42 Even though you mixed up the MABs what can you tell me about the answers? They all equalled 142. Use your flats, longs and units to show me 253. 2 flats, 5 longs and 3 units Join together any two of the groups of MABs. The student may have grouped the flats and the longs, the longs and the units or the flats and the units. Tell me what you have. Possible responses are: 250 and 3 203 and 50 200 and 53. Put the 253 together again in its place value parts. Show me another way of partitioning the number. The student may have grouped the flats and the longs, the longs and the units or the flats and the units. Again, tell me what you have. Possible responses are: 250 and 3 203 and 50 200 and 53. The activity sheet shows us numbers written in their parts. We are going to use a calculator to see if the parts add up to the same number. It is very important that you key the numbers in correctly. Calculators are a great way of checking answers.



Check that the student keys in the numbers and the plus sign correctly, and keys in the equal sign for the answer. Remind the student to clear the answer when finished.

a) 300 + 60 + 5 = 365 c) 400 + 50 + 7 = 457

300 + 65 = 365 400 + 57 = 457

360 + 5 = 365 450 + 7 = 457

b) 200 + 10 + 4 = 214 d) 600 + 80 + 3 = 683

200 + 14 = 214 600 + 83 = 683

210 + 4 = 214 680 + 3 = 683

Activity 3: Addition

3.1 Partition to add


The student will place numbers under each other on the place value chart and add the ones and then the tens. This format is preparing the student for writing addition sums vertically. For example,

At this stage the student is adding two-digit numbers with no regrouping. The student will use MABs to solve the problems.

Learning plan

The student will need the tens and ones place value chart from the activity sheets and MABs. You will need to guide the student with the placement of the MABs on the chart.

T O

2 3

+ 1 6

3 9



Say

We are using partitioning to add large numbers. Let’s think about this shopping problem. I spent $62 at the supermarket and $25 at the butcher. How much did I spend in total? Show me 62 using longs for tens and units for ones. How many longs is that? 6 Where will you place the six tens? in the Tens column in the top row Where will you place the two units? in the Ones column in the top row Student places MABs. Take out the MABs that show 25. Where will you put the 5 units? in the Ones column in the second row. Where will you put the 2 longs? in the Tens column in the second row. Student places MABs. Add the ones. 2 + 5 = 7 Write 2 + 5 = 7 in the third row of the Ones column. Now add the tens. 6 tens + 2 tens = 8 tens We can say 60 + 20 = 80. Write 60 + 20 = 80 in the third row of the Tens column. Combine the tens and ones to tell me the total spent. 80 + 7 = 87 Write that number sentence in the last row of the chart. How much did I spend? You spent $87 at the shops.

Place value chart

Tens Ones

60 + 20 = 80 2 + 5 = 7

80 + 7 = 87



3.2 More partitioning

Say

Look at the Place value chart for Activity 3.2. How many tens are there in the top row? 4 Write a four under the tens. How many ones are there in the top row? 6 Write a six under the ones. How many tens are there in the second row? 3 Write a three under the tens. How many ones are there in the second row? 2 Write a two under the ones Add the ones. 6 + 2 = 8 Write 6 + 2 = 8 in the third row of the Ones column. Now add the tens. 4 tens + 3 tens = 7 tens How can we say that? We can say 40 + 30 = 70. Write that in the third row of the Tens column. Combine the tens and ones to tell me the total. 70 + 8 = 78 Write that number sentence in the last row of the chart. Read what Jack has to say and look at what he has to show you about how this sum looks when it is written using just numbers.

Place value chart

Tens Ones

4 6

3 2

40 + 30 = 70 6 + 2 = 8

70 + 8 = 78



3.3 Putting it all together

The student will need the tens and ones place value sheet and MABs.

Say

Look at the first example in Activity 3.3. What number sentence is being solved? 23 + 16 What do you notice about the four steps on the table? Answers may vary. They are the steps we used to solve the shopping problem. Let’s work together to follow the steps to solve 23 + 16. I’d like you to do step one. What should you do first? Put the MABs for 23 on the place value chart. What do you do next? Put the MABS for 16 on the Place value chart under the MABs for 23. Move onto Step 2. What do you do? add the ones Tell me the number sentence for that. 3 + 6 = 9 What do you do in Step 3? add the tens Tell me the number sentence for that. 20 + 10 = 30 What do you do in Step 4? add the tens and ones What is the number sentence that you use? 30 + 9 = 39 Now you are going to solve more addition problems using the four steps. You can use your place value chart and MABs to help you. What is the number sentence that you are solving? 42 + 35 Read Step 1 and check that the pictures of the MABs are correct for each number. Fill in the missing numbers. Read Steps 2, 3 and 4. Fill in the missing numbers as you work. Now complete the remaining problems. You will need to draw the MABs into the charts.



Follow the four steps to solve these problems. Put in the missing numbers. a) Solve 42 + 35 =


T O

4 2

+ 3 5

7 7



42 + 35 =

40 + 2 and 30 + 5

Add the ones.

2 + 5 = 7

Add the tens.

40 + 30 = 70


70 + 7 = 77




b) Solve 26 + 53 =


T O

2 6

+ 5 3

7 9



26 + 53 =

20 + 6 and 50 + 3

Add the ones.

6 + 3 = 9

Add the tens.

20 + 50 = 70


70 + 9 = 79




c) Solve 32 + 37 =


T O

3 2

+ 3 7

6 9


Split into tens and ones. 32 + 37 =

30 + 2 and 30 + 7

Add the ones.

2 + 7 = 9

Add the tens.

30 + 30 = 60


60 + 9 = 69

Try writing 32 + 37 in the arrangement



Review Day 5 notes and activity solutions Materials • printed activity sheets

• MABs

Head first

1. Doubles

Say

I am going to count to a number. Each time I say a number I want you to raise a finger. When I stop counting you keep counting. Lower a finger for each number you count. When you stop, you will be at double the number I stopped at. Say the double. Let’s practice one. I, 2, 3. 4, 5, 6. Now say, ‘Double 3 is 6’. Double 3 is 6. a) 1, 2, 3, 4, 5, 6. 7, 8, 9, 10, 11, 12. Double 6 is 12.b) 1, 2, 3, 4, 5, 6, 7, 8. 9, 10, 11, 12, 13, 14, 15, 16. Double 8 is 16.c) 2, 4, 6, 8, 10. 12, 14, 16, 18, 20. Double 10 is 20.d) 10, 20, 30, 40. 50, 60, 70, 80. Double 40 is 80.e) 5, 10, 15, 20, 25. 30, 35, 40, 45, 50. Double 25 is 50.

2. Missing numbers

Fill in the missing numbers. a)

215 216 217 218 219 220 221 222 223 224 225

b)

522 524 526 528 530 532 534 536 538 540 542



c)

687 686 685 684 683 682 681 680 679 678 677

d)

125 130 135 140 145 150 155 160 165 170 175

3. Number

Numbers can be shown using MABs. Write the number shown in each box.

a) 38 b) 125

c) 159 d) 458

e) 740 f) 507

4. Words for add

Loop the ways to say and show add.

minus share total less

split add + subtract

take and combine more

plus sum of – from



Digging in Activity 1: Number activities


Complete the table. Put in the missing numbers.


a) 36

Tens Ones

3 6 3 tens + 6 ones

b) 74

Tens Ones

7 4 7 tens + 4 ones

c) 98

Tens Ones

9 8 9 tens + 8 ones

d) 245

Hundreds Tens Ones


e) 306

Hundreds Tens Ones



Count on by tens to get to the end number. a) 22, 32, 42, 52, 62, 72

b) 236, 246, 256, 266, 276, 286, 296, 306

Count back by tens to get to the end number.

c) 108, 98, 88, 78, 68, 58

d) 874, 864, 854, 844, 834, 824



Activity 2: Addition strategies


a) 5 + 4 = 9 b) 3 + 4 = 7

15 + 4 = 19 23 + 4 = 27

35 + 4 = 39 3 + 44 = 47

c) 6 + 3 = 9 d) 5 + 2 = 7

76 + 3 = 79 95 + 2 = 97

6 + 83 = 89 5 + 102 = 107

2.2 Number lines

a) 5 + 9 = 14

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

b) 19 + 3 = 22

10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

c) 71 + 13 = 84

70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85

d) 37 + 8 = 45

35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50

© Department of Education WA 2012 – MATHSAC005 63


2.3 Near doubles

Knowing the doubles will help you solve these.


a) 7 + 8 Double 7 = 14 7 + 8 = 15

b) 11 + 12 Double 11 = 22 11 + 12 = 23

c) 20 + 21 Double 20 = 40 20 + 21 = 41

2.4 Turn-arounds


a)

Number sentence: 5 + 6 = 11


b)



c) Write the turn-around fact for: 8 + 9 = 179 + 8 = 17

© Department of Education WA 2012 – MATHSAC005 64



3.1 Number sentences

a) Jack counted 8 kites flying high and 4 kites on the ground. How many kites did he count altogether?


b) Jack threw the boomerang 12 times and Matilda threw it 7 times. What is the total number of throws?


3.2 Number stories

Write a number story for the following number sentence.

8 + 7 = ? apples.

Answers may vary. Possible responses are: • Ahmed picked 8 red apples from one tree and 7 green apples from another

tree. How many apples did he pick altogether? • Mr Ng bought 8 red apples and 7 green apples. What is the total number of

apples he bought? • Mrs Lorenza’s Year 2 class cut up 8 red apples and 7 green apples to put

on their fruit kebabs. How many apples did they use?



Activity 4: More adding

4.1 Adding tens and ones

a) Solve 34 + 25


T O

3 4

+ 2 5

5 9



34 + 25=

30 + 4 and 20 + 5

Add the ones.

4 + 5 = 9

Add the tens.

30 + 20 = 50


50 + 9 = 59




b) Solve 46 + 23


T O

4 6

+ 2 3

6 9



46 + 23 = 40 + 6 and 20 + 3

Add the ones.

6 + 3 = 9

Add the tens.

40 + 20 = 60


60 + 9 = 69

Solve 46 + 23 using this arrangement.




• large paper plate or dinner plate sized circle cut from card or cereal box andsome extra card

• scissors

• split pin

• ruler

• digital clock or mobile phone

Head first

1. Looking at time

How many months in one year? 12 How many months in half a year? 6 How many days do the months have? Some have 30, some have 31 and February can have either 28 or 29. Say the months of the year in order starting from June. June, July, August, September, October, November, December, January, February, March, April, May Say the days of the week in order starting from Tuesday. Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, Monday If it is Friday today, what day was it yesterday? Thursday If it is Wednesday today, what day will it be in three days time? Saturday How many hours in a day? 24 How many hours in half a day? 12 How many minutes in an hour? 60 How many minutes in half an hour? 30



2. Looking at patterns

150 160 170 180 190 200 210

380 385 390 395 400 405 410

555 565 575 585 595 605 615

671 676 681 686 691 696 701

3. Measuring time

My brother is two years older than me. I ate my lunch in ten minutes. Summer usually lasts for three months. In five days it will be the weekend. Sixty seconds is the same as one minute.

4. Clock match

● ●

● ●

● ●

● ●

● ●



Let’s explore

Learning plan

Say

Our focus number today is 19. What facts can you tell me about 19? Answers will vary. Possible responses are: • 20 − 1 = 19 (and many other subtraction number sentences)• 19 − 10 = 9 (and many other subtraction number sentences)• 619 − 600 = 19 (and many other subtraction number sentences)• 12 + 7 = 19 (and many other addition number sentences)• 19 = one ten and 9 ones• 19 is nine more than 10 and one less that 20• my dad wears a size 19 shoe• 19 cannot be shared evenly into any groups• 19 is an odd number• my brother is 19 years old.Matilda has collected nineteen nuts and she wants you to fill each nut with facts about nineteen. In the next 10 minutes, try to fill each nut. You might be able to fit more than one fact in some nuts.

Answers will vary. Possible responses as per discussion solutions above.

Digging in Activity 1: Time marches on

Learning plan

1.1 Time puzzle

Say

Time is something we are always thinking about. What things do you think about that have something to do with time? Answers will vary. Possible responses are: • lunch time• play time• time a favourite television show starts or finishes



Say

• leaving home in time for a sporting or leisure event• working out how long it will take to do something• working out how long it is before something happens.Tell me any facts you know about time. Answers will vary. Possible responses are: • 24 hours in a day• I go to bed at 9.00 pm• I watch my favourite show at 7.00 and it lasts for 30 minutes• there are 60 minutes in an hour.On the activity page there is a puzzle using words about time.Read the instructions and complete the puzzle.

a h o u r s b d a y f g h i s i x t y j o c l o c k l m n o p q r s e c o n d v t w e n t y f o u r t i m e t h i r t y k h a l f p a s t x t y u j m i n u t e

Activity 2: Tick tock on the clock

2.1 Make an analogue clock face (parts a and b)

The student will need:

• large paper plate or dinner plate sized circle cut from card and some extra card

• scissors

• split pin

• ruler



Ask the student to read what Matilda has to say on the activity sheet.

Say

Matilda said you are making an analogue clock face. Can you tell me what that is? Answers will vary. Possible responses include: • has a long minute hand and a short hour hand• has the numbers 1 to 12• the hands move past the numbers so we can tell the time.That is the sort of clock we are making today.

Help the student to read and follow the instructions to make the clock hands. Help the student follow the instructions to make the clock face. When the numbers have been written on the clock face, use a split pin to make a hole in the centre of the paper plate, where the two ruled lines meet. Take the two clock hands and make a hole in each, in the centre of the dotted line. Ask the student to place the hour (shorter) hand on top of the minute (longer) hand and push the spit pin through them. Push the split pin (with the hands attached) through the hole in the centre of the clock face and fold it open at the back. If the hands are difficult to move, loosen the split pin.

Activity 3: Clock face fun


It is important that the student places the hands correctly when making different times.

• o’clock: the minute hand points directly to the 12 and the hour hand pointsdirectly to the particular o’clock number.

• half past: the minute hand points directly to the 6 and the hour hand ispositioned to point half way between the particular half past number and thenext number. For example, for half past 4, the hour hand is pointing half waybetween the 4 and 5.



Learning plan

3.1 Working the analogue clock face

Say

I’d like you to make twelve o’clock using your clock face. Both hands point to the twelve. Which hand will you move to show me one o’clock? the short (or hour) hand In which direction will you move the hour hand? clockwise Student may say ‘towards the one’. Explain that the direction the hands move around the clock is called clockwise. Make one o’clock for me. The student moves the hour hand to point to the one. How much time has passed between 12 o’clock and one o’clock? one hour How do you know? because the hour hand has moved from the twelve to the one. So every time the hour hand moves from one number to the next number, one hour has passed. For the hour hand, the space on the clock face between one number and another is equal to one hour. Now tell me all the other o’clock times as you show me them on the clock face. The student makes all the o’clock times from two o’clock to eleven o’clock in order as he/she moves the hour hand around the clock face, telling you the times as each one is made. How many hours does it take for the hour hand to move around the whole clock face? twelve hours Is twelve hours a full day? no How much of a day is it? half a day How many hours in a full day? twenty-four How many times does the hour hand need to go around the clock face in a full day? twice How do you write twelve o’clock using numbers? 12:00 How do you write five o’clock using numbers? 5:00 Use your clock face to help you complete Activity 3.1.

Help the student to read the instructions and complete the activity. Answers will vary depending on the times the student chose to represent. Hour and minute hands should be sized correctly. The minute hand should point directly towards the twelve and the hour hand directly towards the number. Times should be written as 4:00.



3.2 Back to the clock face

Say

I’d like you to make half past twelve using your clock face. Minute hand points to the six and hour hand points to the spot that is half way between the twelve and the one. How do I know that the time you have shown me is half past twelve? Answers will vary. Response should include these points. If not, read them to the student. • The minute hand is on the 6.• The 6 is half way around the clock face.• When the minute hand points to the 6 it means half past.• The hour hand is half way between the 12 and 1. This shows that it

is half an hour after 12 o’clock.What is another way you can say half past twelve? twelve thirty What does this mean? It means that the time is thirty minutes after twelve o’clock. Thirty minutes equals half an hour so twelve thirty is the same as half past twelve. Which hand will you move to show me half past one? the short (or hour) hand Make half past one for me. The student moves the hour hand to point to the spot that is half way between the one and the two. How much time has passed between half past twelve and half past one? one hour How do you know? because the hour hand has moved from half way between the twelve and one to half way between the one and two So every time the hour hand moves from half way past one number to half way past the next number, one hour has passed. Now tell me all the other half past times as you show me them on the clock face. The student makes all the half past times from half past two to half past eleven in order as he/she moves the hour hand around the clock face, telling you the times as each one is made. How do you write half past twelve using numbers? 12:30 How do you write half past 8 using numbers? 8:30 Use your clock face to help you complete Activity 3.2.

Help the student to read the instructions and complete the activity.



3.2 Solutions

Answers will vary depending on the times the student chose to represent. Hour and minute hands should be sized correctly. The minute hand should point directly towards the six and the hour hand should point to the spot half way between the two numbers. Times should be written as 4:30. Store the clock face safely as it will be used in other lessons.

Activity 4: Digital time 4.1 Digital clocks The oral section of this activity is based on the time 9:35. Please adjust the questions to suit the current time the student read on the digital clock.

Learning plan

Student will need a clock, watch, mobile phone or computer that shows digital time.

Say

Look at the digital time. What does it show? Answers will vary depending on the time. Student should read the time as ‘nine thirty-five’. What does nine thirty five mean? It is thirty-five minutes past nine o’clock. Does nine thirty-five come before or after nine o’clock? after Does nine thirty-five come before or after ten o’clock? before The next activity sheet shows some digital times. I would like you to read each time to me and then tell me what it means. I will draw a smile in the box when you read and explain each time correctly.

After the student has read and explained each time, ask him/her to write the o’clock times that each digital time comes between into the table. One example has been completed.



Digital time Read Explained Between the o’clock times of

One forty-five

Forty-five minutes past/after 1 or fifteen minutes before 2:00

1:00 and 2:00

Twelve fifteen

Fifteen minutes past/after 12 o’clock

12:00 and 1:00

Two thirty Thirty minutes past/after 2 o’clock

2:00 and 3:00

Eight forty-five

Forty-five minutes past/after 8 o’clock or fifteen minutes before nine o’clock

8:00 and 9:00

Six fifteen Fifteen minutes past/after 6 o’clock

6:00 and 7:00

Ten forty five

Forty-five minutes past/after 10 o’clock

10:00 and 11:00




• paper plate clock face from day 6

Head first

1. Sam or Sally?

Sam is 132 cm tall and Sally is 102 cm tall. Who is the tallest? Sam Sam weighs 45 kilograms and Sally weighs 32 kilograms. Who weighs the least? Sally Sam has $14.20 and Sally has $41.20. Who has the most money? Sally Sam ran 100 metres in 90 seconds while Sally ran 100 metres in 86 seconds. Who was the faster runner? Sally Sam and Sally started their homework at five o’clock. Sam finished at half past six and Sally finished at six o’clock. Who finished first? Sally Sam has two fifty cent coins and Sally has a one dollar coin. Do they have the same amount of money? yes Sam spent $13.15 and Sally spent $13.75. Who spent the most money? Sally

2. Take it away


17 − 3 = 14 19 − 6 = 13 10 − 1 = 9 18 − 5 = 13

11 − 4 = 7 12 − 2 = 10 14 − 9 = 5 9 − 0 = 9

3. More or less?

a) Who has the least jellybeans? Paib) Pai gets four more jellybeans so he now has the same number of jellybeans as

Boc) If Lil and Pai put their jellybeans together, would they have more than Kit? yesd) Kit ate nine jellybeans. Does he have less jellybeans than the other boys? yes



4. Heavier lighter

a) If you lifted these items, which would be heaviest? Loop the heaviest item ineach group.

b) Order these items from lightest to heaviest by numbering them 1 (lightest) to 4(heaviest).

1 2 4 3

1 2 3 4

2 1 4 3



Digging in Activity 1: On the clock

1.1 Minute madness


Always ensure the student moves the hands on the clock face in a clockwise direction.

Learning plan

The student will need the clock face in this lesson.

Say

Look at your clock face and tell me about its different parts. Answers will vary. Possible responses include: • two hands• short and long hands• long hand counts/shows the minutes and short hand

counts/shows the hours• numbers 1 to 12.Look at the clock face in Activity 1.1. What parts are missing? numbers 1−12 and the long and short hands Where would you write the numbers? next to the dark marks Write in the numbers. Check the student writes their numbers in the correct positions.

Say

Let’s look more closely at the minute hand. Do you know how long it takes the minute hand to travel from one number to the next? Five minutes (if student does not know, tell him/her). Look at the clock face on the activity sheet. What marks on the clock mark off the minutes? Student should indicate the light marks between the dark numbered marks.



Say

How many spaces are made by the light marks between the dark mark for 12 and the dark mark for 1? five What amount of time do the five spaces equal? five minutes What amount of time does one space equal? one minute How do you think we can work out how long it takes for the minute hand to travel around the whole clock face? Answers will vary. Possible responses are: • count the spaces made by the light and dark marks• skip count by fives using the numbered marks.When you skip count on the clock, you count off the numbered dark marks, starting at 12. The 12 is zero and the one is 5. So you start at 12 and say zero, five, ten and so on around the clock face. Skip count by fives starting and finishing on the number 12. Count with the student if required. The student should point to each number on the clock face, starting at 12 and counting zero, five, ten, fifteen, around to sixty. Now that you have counted all the minute spaces around the clock face by fives, tell me how long it takes the minute hand to travel around the clock face. Sixty minutes or one hour. Ask the student to fill in the missing numbers in the statements on the activity page.

1.2 Clock tables

Say

Look at the clock on Activity sheet 1.2. This clock face shows groups of five minutes. The first group starts at the 12. Where does it finish? on the 1 Put your finger on the first group of five minutes. The student should place a finger on the minute marks between the 12 and 1. How many minutes are in this group? 5 Fill in the statement on the activity page that tells us about this group. Where does the second group of minutes start and finish? It starts on the 1 and finishes on the 2. Put your finger on the second group of five minutes. The student should place a finger on the minute marks between the 1 and 2. How many minutes are in this group? 5 Point to the minutes in the first and second groups. The student should indicate the minute marks from 12 to 2. How many minutes are in the first and second groups? 10



Say

Fill in the statement on the activity page that tells us about these two groups. Where does the third group of minutes start and finish? It starts on the 2 and finishes on the 3. Put your finger on the third group of five minutes. Student should place a finger on the minute marks between the 2 and 3. How many minutes are in this group? 5 Point to the minutes in the three groups. Student should indicate the minute marks from 12 to 3. How many minutes are in the three groups? 15 Fill in the statement on the activity page that tells us about these three groups. Where does the fourth group of minutes start and finish? It starts on the 3 and finishes on the 4. Put your finger on the fourth group of five minutes. Student should place a finger on the minute marks between the 2 and 3. How many minutes are in this group? 5 Point to the minutes in the four groups. Student should indicate the minute marks from 12 to 4. How many minutes are in the four groups? 20 Fill in the statement on the activity page that tells us about these four groups.

Continue with this pattern of questioning as the student moves around the clock face, completing each statement.

1 group of 5 = 5 2 groups of 5 = 10 3 groups of 5 = 15 4 groups of 5 = 20

5 groups of 5 = 25 6 groups of 5 = 30 7 groups of 5 = 35 8 groups of 5 = 40

9 groups of 5 = 45 10 groups of 5 = 50 11 groups of 5 = 55 12 groups of 5 = 60

Say

Starting at the one position on the clock, read the answers to each statement in order. The student reads 5, 10, 15 around to 60. What are you doing when you read those numbers? skip counting by fives When you skip count around the clock face by fives, you are counting groups of five minutes. Each time you skip count to the next number, what are you doing? adding five more minutes or adding another group of five minutes



1.3 Quartering the clock

Say

How many minutes in an hour? sixty When the minute hand points to the 6, what is the time? half past How many minutes after the hour is that? thirty So when the minute hand points to the 6, it is always showing us that it is thirty minutes past the hour. 6 groups of 5 minutes = 30 minutes Look at your clock face. The horizontal and vertical lines you ruled divide the clock face into four parts. What is the fraction name for one of these parts? one quarter Let’s use skip counting by fives to work out how many minutes fit into one quarter of the clock face. Where will you start counting? at the 12 What number will you start skip counting from? zero What clock face number will you stop on? 3 Why? because one quarter piece of the clock face is marked by the lines that are drawn from the 12 into the centre and the 3 into the centre Count by fives around the quarter for me. The student should point to the 12 and say zero, to the one and say 5, to the 2 and say ten, and to the 3 and say fifteen. How many minutes make up one quarter of the clock face? 15 minutes So one quarter of an hour is equal to fifteen minutes. To make sure that all the quarter pieces of the clock face are equal to fifteen minutes, skip count by fives in each one. The student should skip count each section, from 3 to 6, 6 to 9 and 9 to 12, starting at zero each time. Do all the quarters on the clock face equal fifteen minutes? yes Look at the clock face in Activity 1.2. Read the statement that is next to the three. 3 groups of 5 = 15 So we know that if the minute hand has moved from the 12 around to the three, three groups of five minutes have passed. Three groups of 5 minutes equals how many minutes? fifteen minutes So every time the minute hand points to the 3, it means that the time is fifteen minutes past the hour. Do you know another name for fifteen minutes past? quarter past I’m going to get you to use your clock face to make some quarter past times. Do you know which hand will point at the three to show quarter past? the minute (long) hand How do you know? The minute hand tells you how many minutes past the hour. The hour hand will need to show us which hour it is.



Say

Show me quarter past four. The student should move the minute hand to point at the 3. The hour hand should point at the spot that is a quarter of the way between the 4 and 5. Ask the student to show you the following times. Check the hands are positioned correctly each time.

• quarter past 6

• quarter past 9

• quarter past 12

• 10.15

• 2:15

• fifteen minutes past 8

• fifteen minutes past 1Look at Activity 1.3.Read the activity instructions to me.Complete the activity

Give help if needed.

1.3 Solution

● ●

● ●

● ●

● ●

● ●



1.4 Same time, different ways

Read the instructions with the student and ask them to complete the activity. Give help if needed.

quarter past one one fifteen three minutes past one

five fifteen quarter past five fifteen minutes past five

fifteen minutes past eight

eight minutes past three

quarter past eight

fifteen minutes past fifteen

fifteen minutes to ten ten fifteen

quarter past four fifteen minutes past three three fifteen

two fifteen half past two fifteen minutes past two



Activity 2: Time passes by Learning plan 2.1 How much time? The student will need the clock face.

Say

Make ten o’clock using your clock face. Check student has positioned the hands correctly to show ten o’clock. If you want to change the time to a quarter past ten, what would you do? Move the minute hand from the 12 to the 3 and move the hour hand to a quarter of the way past the number ten. Change the time to quarter past ten. How many minutes have passed between ten o’clock and quarter past ten? fifteen Change the time to half past ten. The student should move the minute hand to point to the six and the hour hand to point to the spot half way between the 10 and 11. How many minutes have passed from ten o’clock to half past ten? thirty How do you know? The 6 is half way around the clock face. I know that when the minute hand moves half way around the clock face, half an hour or thirty minutes have passed. How many minutes have passed from quarter past ten to half past ten? fifteen How do you know? The minute hand moved from the 3 to the 6 which is a quarter of the clock face. I know that when the minute hand moves around a quarter of the clock face, fifteen minutes has passed. Show eleven o’clock on the clock face. The student should move the minute hand around to the twelve and the hour hand around to the eleven. How much time has passed from half past ten to eleven o’clock? half an hour or thirty minutes How do you know? The minute hand moved halfway around the clock face, from the 6 to the 12. I know that when the minute hand moves half way around the clock face, half an hour or thirty minutes have passed. Read what Matilda has to say on Activity sheet 2.1. Look at the first clock. Write the time it shows in the box underneath. Look at the second clock. Write the time it shows in the box underneath. Count around the clock face to find out how long each activity took to complete. Write the answer into the sentence.

Ask the student to complete the remainder of the table.



2.1 Solution


10:00 10:15 2:00 2.50

The walk took 15 minutes. The swim took 50 minutes.


12:00 12:40 8:30 9:00

Finding water took 40 minutes. The bike ride took 30 minutes.

2.2 More than an hour

Say

Some of the activities Matilda recorded took more than an hour. Write the time shown on each clock face into the box underneath. The student completes this for all clocks. Use the clock faces to work out how long each activity took and write the time into each sentence. The student completes this for each activity. The statements in the table are about Matilda’s activities. Tick the statements that are true.




1:00 3:00 3:30 7:30

The drive took 2 hours. The boat trip took 4 hours.


6:15 7:15 9:15 11:15

Food shopping took 1 hour. Cliff climbing took 2 hours.

Matilda spent more time on the boat than she spent in the car.

The activity that took the shortest amount of time was the cliff climbing.

The food shopping took more than two hours.

The drive and the cliff climbing took the same amount of time.



Finding gold


Students will use the skills they have learnt to work out the amount of time spent on activities that were recorded using digital clocks.

Learning plan

Ask the student to read Matilda’s speech bubble and the tasks Matilda completed. Ask the student to tell you when Matilda started each task and when she finished it. Ask the student to tell you what he/she needs to do to complete the Finding Gold activity. Student needs to use the digital clock times to work out how long it took for Matilda to complete each task and write each answer in the ‘Time spent’ column. Student needs to add up the four ‘Time spent’ amounts to find out how long Matilda spent getting ready for the trip altogether. This answer is written into the sentence at the bottom of the page. The student can use scrap paper and the clock face to help.

Task Begin Finish Time spent

Checked and packed the tent

1 hour and 15 minutes

Mapped the journey 6 hours

Prepared the truck 7 hours

Packed food and water into the truck

3 hours and 15 minutes

Matilda spent 17 and a half (17 hr 30 min) hours getting ready for her trip.




• paper plate clock face from day 6

Head first

1. Double day

Double these numbers: 2 4 4 8 6 12 8 16 You just doubled all the even single digits. What can you tell me about all the answers? They are all even numbers. The answers increase by four. 1 2 3 6 5 10 7 14 9 18 You just doubled all the odd single digits. What can you tell me about all the answers? They are all even numbers. The answers increase by four.

2. Near doubles

Write the doubles you would use to solve each number sentence. Write in the answer to the number sentences and the doubles.

7 + 6 = 13 10 + 9 = 19 8 + 7 = 15 9 + 8 = 17

7 + 7 = 14 or 6 + 6 = 12

9 + 9 = 18 or 10 + 10 = 20

7 + 7 = 14 or 8 + 8 = 16

8 + 8 = 16 or 9 + 9 = 18



3. Who tossed the largest number?

Matilda 9

Polly 11

Jack 13

Dave 12

4. Tadpole hunting

Sunday 4 containers

4 lots of 3 = 12

Wednesday 6 containers

6 lots of 3 = 18

Friday 3 containers

3 lots of 3 = 9

Saturday 9 containers

9 lots of 3 = 27



Digging in

Learning plan

Activity 1: Past half past Student will need the paper plate clock face.

1.1 Half past and beyond

Ask the student to make two quarter past times and two half past times using the clock face. Check that the hands are positioned correctly for each time.

Say

When the minute hand is pointing to the twelve, what does it mean? It means the clock is showing an o’clock time. When the minute hand is pointing to the three, what does it mean? It means the clock is showing a quarter past time. When the minute hand is pointing to the six, what does it mean? It means the clock is showing a half past time. Look at your clock face. What can you tell me about the numbers 12, 3 and 6? Answers will vary. The concept is that each number sits on a line that marks off a quarter of the clock face. What other number sits on one of these lines? 9 If the minute hand is on the three, how many minutes have passed? 15 If the minute hand is on the six, how many minutes have passed? 30 How can you work out how many minutes have passed if the minute hand is on the nine? Answers will vary. Possible response: count by fives around the numbers on the clock. Count by fives around the clock to find out how many minutes have passed when the minute hand is pointing to the 9. The student starts counting at 12, saying 0, 5, 10 through to 45. How many minutes have passed? 45 So if the minute hand is on 9, what does it mean? It means that it is 45 minutes after the hour or 45 minutes have passed. Use your clock face to make forty-five minutes past two. Student makes the time. Where have you put the minute hand? pointing at the 9 Where is the hour hand? Pointing halfway between the half past two spot and the 3. If the hour hand is not in the correct position, show the student where it should be.



Say Why is the hour hand pointing just before the three? Answers will vary. Possible response: forty-five minutes past two is more than half past two but not yet to 3 o’clock, so the hour hand has to be half way between the half past 2 spot and the 3.

Ask the student to make two more forty-five minutes past times. Check the hand positions each time.

Say

It is quite tricky to say forty-five minutes past and so we have an easier way to say this time. Do you know what it is? If known, student will say quarter to. Tell the student if it is not known. Quarter to and quarter past are similar. What does quarter past mean? Answers will vary. Possible responses are: • the minute hand has moved fifteen minutes past the hour number• it is fifteen minutes past the last hour/the hour shown on the

clock.What do you think quarter to means? Answers will vary. Possible responses are: • the minute hand has to move fifteen minutes to get to the twelve• it is fifteen minutes before the next hour/the hour shown on the

clock• it is quarter of an hour before the next hour.Let’s use the clock face to investigate this. Look at your clock face. You have the minute hand pointing to the nine. Count by fives from the nine around to the twelve. The nine is equal to zero. Student counts 0, 5, 10, 15. How many minutes have you counted? 15 That tells us that one quarter of the clock is equal to fifteen minutes. When we see the minute hand on the nine, how many minutes will it take to move to the twelve? 15 We know that fifteen minutes is equal to a quarter of an hour so we say that the time is a quarter to. I will make a time on the clock face (4:45) tell me this time in three different ways. Quarter to five, fifteen minutes to five or four forty-five. How do you think we write this time? four forty-five or 4:45 (four four five) Look at the clocks on the 1.1 Activity sheet. Draw in the minute hand so the clocks all make a ‘quarter to’ time. Write the time under each clock, using numbers.



3:45 6:45 11:45 2:45

Say

What does three forty five mean? It is fifteen minutes before 4 o’clock or it is forty-five minutes after 3 o’clock. What does six forty five mean? It is fifteen minutes before 7 o’clock or it is forty-five minutes after 6 o’clock. What does eleven forty five mean? It is fifteen minutes before 12 o’clock or it is forty-five minutes after 11 o’clock. What does two forty five mean? It is fifteen minutes before 3 o’clock or it is forty-five minutes after 2 o’clock.

1.2 Names for quarter to

Say Activity 1.2 is about different names for ‘quarter to’. Look at the time on each clock and tick the names that match.

Quarter to two

Fifteen minutes before two

Forty-five minutes past two

8:45

Forty-five minutes past seven

Quarter to nine

Forty-five minutes past three

Fifteen minutes before three

2:45



Activity 2: Going digital

2.1 Reading digital

Read what Matilda and Jack have to say with the student.

Say

Read the times on the clocks to me. one forty-five; five forty-five; nine forty-five and twelve forty-five When you read one forty-five, what does this tell you? That it is forty-five minutes past one. What is another way you could say one forty-five? quarter to two Tell me another way to say each time on the remaining three clocks. quarter to six or fifteen minutes before six; quarter to ten or fifteen minutes before ten; quarter to one or fifteen minutes before one Read the quarter to statement under each clock and write in the missing number.

quarter to 2 quarter to 6 quarter to 10 quarter to 1

2.2 It has to match!

Ask the student to complete Activity 2.2 by drawing the hands on each analogue clock to match the time shown on the corresponding digital clock.



Activity 3: Half and half

3.1 Divide the clock

Student will need the clock face.

Say

We are going to explore the clock face to help you remember which times on the clock are ‘past’ the hour and which times are ‘to’ the hour. Starting at the one, let’s say the times the minute hand would tell us as we move around the clock face. We will have to skip count by fives. Why is that? Answers will vary. Possible responses: • we are counting for the minute hand• each number on the clock represents five minutes when we are

counting for the minute hand• we will be counting in groups of five minutes.Let’s start saying the ‘past’ times. The student points to each number, starting from the one. Help the student say five past, ten past, fifteen or quarter past, twenty past, twenty-five past, thirty or half past, thirty-five past, forty past, forty-five past, fifty past, fifty-five past. Have you ever heard someone say fifty-five minutes past? Student will probably say no. That’s because we have an easier way to read the times after half past. Let’s find out about this. Make six o’clock on your clock face. Check the student has hands in the correct position. When the hands are in this position, how do they divide the clock face? into halves If the minute hand was pointing to the three, what would it mean? It is fifteen minutes or quarter past the hour. If the minute hand was pointing to the nine, what would it mean? It is fifteen minutes or quarter to the hour. That’s a clue for you! When the minute hand is pointing to any number on the same half of the clock as the three, (point to the 3 on the clock face) the time is a ‘past’ time. If the minute hand is pointing to any number on the same half as the nine, (point to the 9 on the clock face) what do you think the time will be? a ‘to’ time



Say

Look at the clock on the Activity 3.1 page. Use your ruler to draw a line down the centre of the clock. The student rules a line from the top of the clock face, through the mark for 12, the clock centre and the mark for 6. Point to the numbers that will show ‘past’ times when the minute hand points to them. student points to 1, 2, 3, 4, 5, and 6 Why did you include the six? The six means half past so that is a ‘past’ time. Point to the numbers that will show ‘to’ times when the minute hand points to them. student points to 7, 8, 9, 10 and 11 Why didn’t you point to the twelve? I know that when the minute hand points to the twelve, it’s an o’clock time. Shade the ‘past’ half using a light green colour pencil. The student shades the half of the clock face containing 1, 2, 3, 4, 5, and 6. Using a dark green pencil, colour the border of the clock that belongs to the ‘past’ times. Shade the ‘to’ half using a pale blue colour pencil. The student shades the half of the clock face containing 7, 8, 9, 10 and 11. Using a dark blue pencil, colour the border of the clock that belongs to the ‘to’ times.

Say

Now that we know about the half sides on the clock, let’s say the ‘past’ times, starting with the one. Point to each number as we say its minute time. Student points to each number, starting from the one. Help the student say five past, ten past, fifteen or quarter past, twenty past, twenty-five past, thirty or half past. We have finished the ‘past’ half of the clock. What do you think happens now? We start saying ‘to’ times. Let’s try saying the ‘to’ times around the clock, starting at the seven. As the student points to each number, starting from the seven, help him/her say twenty-five to, twenty to, fifteen or quarter to, ten to and five to.



Say

Explain that you are counting backwards as the minute hand is moving closer towards the o’clock time. Fill in the labels on the clock face on the activity sheet to show which half of the clock is ‘past’ times and which part is ‘to’ times.

3.2 Different clocks

Ask the student to read what Matilda has to say and complete each activity on the page. a) Analogue and digital clocks have different features. Write any you can think of

here.Analogue clock: • has two hands and numbers• the numbers do not change• the numbers are 1, 2, 3 through to 12• has a face• the hands move around the face• the face has minutes marked on it• you cannot tell if the time shown is am or pm.Digital clock:• has numbers• the numbers change when the time changes• shows the hour using the numbers 1, 2, 3 through to 12• has a display panel• shows the minutes using numbers 0 to 59• tells you if the time is am or pm.



b) Use different colour pencils to match the analogue clocks with the digital clocksthat show the same time.

c) Use the clocks to work out how long it took Jack to make his lunch.

Making soup for 45 minutes. Toasting bread for 15 minutes.

3.3 Counting by fives

a) Use different colour pencils to match the analogue clocks with the digital clocksthat show the same time.



b) What times do these clocks show? Write the time using numbers.

10:25 7:05 9:40 5:50

Finding gold

Say

Read the introduction to the activity. How can you work out the time the trip from Ginilla to Melbourne will take? I look at the minutes and work out how many minutes have passed between the Depart time and the Arrive time. What time does the train depart? two o’clock What time does the rain arrive? two forty five How many minutes have passed? forty-five Write forty-five minutes into the Time taken box.

If the student has difficulties, using the clock face to make the Depart time on the clock face and then moving the hand/s to the Arrive time will help. Ask the student to read and complete the questions that relate to the timetable.

Train Depart Arrive Time taken

Ginilla to Melbourne forty-five minutes

Ginilla to Canberra thirty minutes or half an hour

Ginilla to Ballarat sixty minutes or one hour

Ginilla to Sunshine One hour and fifteen minutes



If the train from Ginilla to Canberra left fifteen minutes later, what time would it leave?

If the train to Melbourne was running fifteen minutes late, what time would it arrive?

The trip to Sunshine has the longest travel time. true The trip to Ballarat is shorter than the trip to Melbourne. false




• clock face from day 6

1. HTO

How many ones in 67? 7 How many tens in 45? 4 How many hundreds in 587? 5 How many tens in 860? 6 How many ones in 213? 3 How many hundreds in 428? 4 How many tens in 956? 5 How many ones in 230? 0 or 30 How many hundreds in 740? 7 How many tens in 307? 0

2. Lots of counting

Fill in the missing numbers on each grid.

21 24 27 30 33 36 39 42 45 48

51 54 57 60 63 66 69 72 75 78

210 212 214 216 218 220 222 224 226 228

230 232 234 236 238 240 242 244 246 248

625 620 615 610 605 600 595 590 585 580

575 570 565 560 555 550 545 540 535 530



3. Numbers in words

344 Three hundred and forty-four

870 Eight hundred and seventy

204 Two hundred and four

61 Sixty-one

599 Five hundred and ninety-nine

4. Name the 2D shapes

● ● pentagon

● ● triangle

● ● square

● ● star

● ● hexagon

● ● circle

● ● rectangle



Digging in Activity 1: Dividing the day


Read ‘am’ as ‘ay em’ and ‘pm’ as ‘pee em’

Learning plan

1.1 After midnight and before midday

Say

Can you tell me what midnight means? The middle of the dark part of the day, halfway between sunset and sunrise. What time is midnight? twelve o’clock, in the middle of the dark part of the day What does midday mean? the middle of the light part of the day, halfway between sunrise and sunset What time is midday? twelve o’clock, in the middle of the light part of the day The midnight and midday points break the 24-hr day into halves. Look at the digital clocks on the activity page. What is the same about them? same shape and size, time (6:30), same colour numbers What is different? One clock shows ‘am’ and the other shows ‘pm’. Read what Matilda has to say about ‘am’. How long does the ‘am’ time last for? twelve hours or half a day What things might you do when the clock shows an ‘am’ time? Answers will vary. Accept anything the student regularly does during that time. Possible responses: • sleep• eat breakfast• get out of bed• do schoolwork• have morning tea• have a shower.Look at the pictures on the activity page. Loop the pictures that show activities you do during the ‘am’ time of day.



Answers will vary. Student should loop: wake up, eat breakfast, school work and sleep.

Say ‘am’ is an abbreviation or short for ante meridiem. Ante meridiem is a Latin term that means before noon. To remember ‘am’ times, think after midnight.

1.2 Past midday and before midnight

Say

Look at Activity 1.2 and read what Matilda has to say about ‘pm’. How long does the ‘pm’ time last? twelve hours or half a day What things might you do when the clock shows a ‘pm’ time? Answers will vary. Accept anything the student regularly does during that time. Possible responses: • sleep• eat lunch/dinner• go to bed• do schoolwork• have afternoon tea• watch televisionLook at the pictures on the activity page. Loop the pictures that show activities you do during the ‘pm’ time of day. Read what Matilda and Jack have to say on the bottom of the activity page.

Answers will vary. The student should not loop ‘eat breakfast’.

1.3 After midnight and past midday

Say Read Activity 1.3 and complete the activity.

Answers will vary. Discuss with the student the reasons he/she marked each event as either am, pm or both. Discuss the times you would do each activity and how these may be different from the time choices made by the student.

Activity 2: Back in time



2.1 AM or PM?

Student will need the clock face for this activity.

Say

Look at the digital clocks in Activity 2.1. What time are the two clocks showing? The student may say 7 fifteen or quarter past seven. Student may also say am and pm. Which clock shows seven fifteen in the morning? the one showing am Which clock shows seven fifteen in the evening? the one showing pm Take out your clock face. Move the hands to show the time seven fifteen. The student makes the time. Check the hands are in the correct position. Is that seven fifteen in the morning or seven fifteen in the evening? The student can choose or may say he/she does not know. How could you work out whether that time is morning or evening? Answers will vary. Possible responses are: • check outside to see if it is dark or light• think about what I am doing – am I getting ready for bed or

school?Early people, including Indigenous people, had to rely on clues to plan their day. Their days did not rely on clock times as there were no clocks. How do you think they worked out when to get up, have meals and work? Answers will vary. Possible responses include: • thought about how they felt – hungry, tired, full of energy• looked at the sun• worked it out using the seasons and weather.Look at Activity 2.2. Read what Dave has to say and try to work out what the natural clues mean.

Ask the student to write his/her ideas into each box or you can write them for him/her.



2.2 Before clocks

Answers will vary. Possible responses are supplied.

• stop working• time to relax• dinner time• go to bed

• find shelter• put out containers to collect water• it might be the middle of winter

• lunch time• rest time before going back to work• drink water• it is a swimming day• it is the middle of summer

• catch fish while there are plenty to catch



2.3 Body clock

Say

Knowing how your body feels also helps you plan your day. Thinking about what your body is telling you is called listening to your body clock. Traditional Indigenous people use their body clocks to work out what they do each day. Read what Dave has to say and complete Activity 2.3.

Answers will vary. Possible responses included.

• I am hungry so it’s a meal or snack time.

• I am tired so I need to rest or sleep.• I am tired so it’s late in the evening.• I am tired so it’s nap or bed time.

• I feel cold so it is winter.• I feel cold so the sun has gone down (sunset) or the

sun has not risen (sunrise).• I feel cold so it’s the early morning or late afternoon.

• I feel full of energy so it’s the start of the day.• I feel full of energy so it’s time to play or do school

work or my chores.



2.4 Recognising the signs

Say

Our body clock helps us to plan our day even though we have clocks to tell us the time. Your body tells you how it feels and you know what to do to help it. If your stomach felt empty, what would you think? I need something to eat, it is a meal time, I am hungry. If you had goose bumps and felt chilly what would you think? I am cold and need to put on some more clothes, it’s winter. Read what Matilda has to say in Activity 2.4 and complete the activity.

Answers will vary. Possible responses included.

It is time to play. I feel full of energy.

It is time to eat. I have a rumbling or growling tummy. My stomach feels empty.

It is a hot day in summer. I would sweat. I feel thirsty. I would feel hot. I would have a red face.

It is late in the evening. I would yawn. I have no energy. I feel tired.

Write a sentence about something interesting you learnt today. Answers will vary.



Activity 3: We’ve got clocks!

3.1 Matilda and Jack need their watches.

Ask the student to read what Jack and Matilda have to say and complete the activities. a) Draw the hands on these watches to show Matilda’s appointment times.

10:15 5:45 quarter past 7 quarter to 11

b) Jack has a digital watch. Show these appointment times on his watch.

quarter to 12 fifteen minutes past 6

quarter past 8 45 minutes past 9

What sort of watch do you have? digital, analogue or none



Finding gold

Plants and animals have body clocks


Students may need to carry out this investigation across 24 hours.

Learning plan

Say

Plants and animals have very highly developed body clocks. The body clocks of plants and animals tell them what to do each day and each season. Over the next twenty-four hours you are going to investigate their body clocks. You can observe the plants and animals where you live or do some internet investigation. Read the instructions on the Finding Gold activity sheet and begin your observations or investigation.

Answers will vary. Students may have observed the following: • flowers opening and closing• leaves towards or away from the sun• animal begging for food at its usual mealtimes• animal resting in the shade after working or playing• animal drinking after working, playing or on a hot day.



Review Day 10 notes and activity solutions Materials • activity sheets

• clock face from day 6

Head first

1. Mix it up

1. Say the days of the week starting with Thursday. Thursday, Friday, Saturday,Sunday, Monday, Tuesday, Wednesday

2. Say the months of the year starting with October. October, November,December, January, February, March, April, May, June, July, August,September

3. Tiger the kitten climbed 145 cm up the curtains and Floss the ferret climbed 154cm up the curtains. Who climbed the highest? Floss

4. Daniel is running in two races. His first race is 834 metres long and his secondrace is 730 metres long. Which is the longest race? the first race of 834 m

5. I have five 20c coins. What single coin has the same value? a dollar coin6. How many 10c coins make one dollar? 107. If I want to get a total of 10, what number will I add to:

7? 34? 62? 8

8. Double 8. 169. Double 7. 1410. Double 10. 20

2. Quick subtraction


16 − 3 = 13 11 − 6 = 5 14 − 1 = 13 17 − 5 = 12

15 − 4 = 11 13 − 2 = 11 9 − 9 = 0 8 − 0 = 8



3. What number is that?

Write each number using digits.

7 tens + 4 ones 74

3 hundreds + 9 tens + 5 ones 395

8 hundreds 800

Eight hundred and four 804

Five hundred and thirty−one 531

4. Tell the time

Draw the hands on the analogue clocks to match the times on the digital clocks.



Digging in


The student will need the clock face. Some activities are oral and require that you listen to the student’s response and mark it off on the activity sheet. The student should be able to complete most written activities alone but may need some assistance to read instructions.

Activity 1: Thinking about time

1.1 Timely facts

1, A digital clock shows the time using only numbers. 2. An analogue clock has hands and numbers.3. To show half past, the minute hand points to the 6.4. To show quarter past, the minute hand points to the 3.5. To show quarter to, the minute hand points to the 9.6. If the clock shows quarter past twelve, fifteen minutes have passed since twelve

o’clock.7. If the clock shows quarter to nine, it is fifteen minutes before nine o’clock.8. Sixty minutes make one hour.

1.2 What’s the time?

a) Read the time shown on each clock. Write the time in numbers in the spaceunder each clock.

2:00 3:30 10:15 5.45

3:45 6:15 5:30 11:15



b) Show the written time on these clocks.

Quarter past 7 Quarter to five

c) Write the times shown on these clocks using words.

Five forty-five or quarter to six or forty-five minutes past five.

One fifteen or quarter past one or fifteen minutes past one.

1.3 Digital to analogue

Use different coloured pencils to join each digital clock with the analogue clock that shows the same time.

● ●

● ●

● ●

● ●



1.4 Telling the time

Ask the student to read the time on each clock to you. The student should read the time in two ways, eleven fifteen and quarter past eleven. Put one tick in the Read box for each correct reading. Ask the student to explain what each time means. Tick the Explained box when the student is correct. The quarter to times have two possible answers. If the student gives both, please tick the box twice to show this. Student can complete the last column on his/her own.

Clock Read Explained Between the o’clock times of

11:15 and quarter past 11

Fifteen minutes after 11:00

Between 11:00 and 12:00

12:45 and quarter to 1

Forty-five minutes after 12:00 and fifteen minutes before 1:00





8:15 and quarter past 8

Fifteen minutes after 8:00





3:20 and twenty past 3.

Twenty minutes after 3:00




Activity 2: Length of time

2.1 How long did it take?


12:00 12:30 3:00 3:45

Monday’s run took thirty minutes or half an hour.

Tuesday’s run took forty-five minutes.


2:30 2:45 10:15 11:15

Thursday’s run took fifteen minutes. Friday’s run took one hour.

Matilda’s longest run was on Friday. T F Matilda ran for less than an hour on Tuesday. T F Matilda’s shortest run was on Monday. T F Matilda ran for a longer time on Thursday than on Monday. T F



2.2 Run run run

Jack started his run at What was the time when he stopped running 15 minutes later? Show it on the clock.

Matilda started her run at What was the time when she stopped running 15 minutes later? Show it on the clock.

Dave started his run at What was the time when he stopped running 45 minutes later? Show it on the clock.

Polly started her run at What was the time when she stopped running 45 minutes later? Show it on the clock.

If Polly started her run fifteen minutes later, what time would she leave?

If Matilda ran for an extra fifteen minutes, what time would she finish?



Activity 3: Time of day

3.1 What could I be doing?



sleeping playing

sleeping playing




Number and Time Overview

Overview Set 5: Number and Time Early Childhood Mathematics – Year 2

Australian Curriculum

Content strands

Number and Algebra

Measurement and Geometry

Statistics and Probability

Content Descriptions 1 2 3 4 5 6 7 8 9 10

Number and Algebra

Number and place value

Recognise, model, represent and order numbers to at least 1000 (ACMNA027)

Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting (ACMNA028)

Solve simple addition and subtraction problems using a range of efficient mental and written strategies (ACMNA030)

Patterns and Algebra

Solve problems by using number sentences for addition or subtraction (ACMNA036)

Measurement and Geometry

Using units of measure

Tell time to the quarter-hour, using the language of 'past' and 'to' (ACMMG039)




Proficiency strands 1 2 3 4 5 6 7 8 9 10

Understanding includes connecting number calculations with counting sequences, partitioning and combining numbers flexibly, identifying and describing the relationship between addition and subtraction and between multiplication and division

Fluency includes counting numbers in sequences readily, using informal units iteratively to compare measurements, using the language of chance to describe outcomes of familiar chance events and describing and comparing time durations

Problem Solving includes formulating problems from authentic situations, making models and using number sentences that represent problem situations, and matching transformations with their original shape

Reasoning includes using known facts to derive strategies for unfamiliar calculations, comparing and contrasting related models of operations, and creating and interpreting simple representations of data




General capabilities 1 2 3 4 5 6 7 8 9 10

Literacy

Numeracy

Information and communication technology (ICT) capability

Critical and creative thinking

Personal and social capability

Ethical behaviour

Intercultural understanding

Cross-curriculum priorities 1 2 3 4 5 6 7 8 9 10

Aboriginal and Torres Strait Islander histories and cultures

Asia and Australia’s engagement with Asia

Sustainability

This resource contains extracts from The Australian Curriculum 3.0 © Australian Curriculum, Assessment and Reporting Authority 2012.




• the author’s material aligns with the Australian Curriculum content descriptions for the relevant year andsubject.


Under the conditions of the ACARA permission, this resource is only licenced for use by Western Australian public schools or ACARA.


http://creativecommons.org/licenses/by-nc-sa/3.0/au/

MATHSAC005 SET 5 – NUMBER AND TIME

LESSON NOTES ISBN: 9780730744252

MATHEMATICS · 2020-03-25 · MATHEMATICS Set 5 – Number and Time Early Childhood Activity Book...

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