This work is for children who are able to use number properties
Name:
Date:
I am learning to add by counting on
Follow the instructions along the path and write the new totals in the ovals. + 2 + 4 Start + 5 1212 + 3
+ 3 + 5 + 4 + 4 + 2 Finish
+ 5 + 4 Start 6464 + 3 + 2
+ 4 +3 + 5 + 4 + 3 Finish
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties
Name:
Date:
I am learning to solve change unknown problems by counting on or counting back. Write how you would get from one answer to the next in the boxes along the path. The first one is done for you. + 4 59 52 56
61 57
58
53 65
66
68 69 FINISH 70
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties
Name:
Date:
I am learning to subtract by counting back.
Follow the instructions along the path and write the new totals in the ovals. - 2 Start - 4 - 5 1272 - 3
- 3 - 5 - 4 - 4 - 2 Finish
- 5 - 4 Start 6464 - 3 - 2
- 4 -3 - 5 - 4 - 3 Finish
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties Name:
Date:
I am learning to add tens Make your way up to the top of the pyramid. Add the numbers on 2 blocks next to each other to find out the number on the block above. The first one is done for you.
40 30 10 20 40
20 30 80 40
10 30 30 50
10 20 20 30
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties
Name:
Date: I am learning to subtract tens Make your way to the bottom of the pyramids by finding the difference between the
numbers on 2 blocks next to each. Put the answer into the number on the block below.
40 10 90 30 30
The difference between 40 and 10 is
30
10 60 50 70
100 50 30 80
70 20 60 90
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties
Name:
Date:
I am learning to add and subtract tens 34 45 24 35 43 + 50 + 30 + 40 + 10
47 88 35 56 79 - 10 - 20 - 30 - 10
4 13 21 45 32 + 10 + 50 + 40 + 30
76 97 86 57 69 - 30 - 50 - 10 - 40
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties
Name:
Date:
I am learning to add tens and ones where the sum of the ones digits is less than 10.
12 23 81 15
45 14 + + 34 53 44 62
15 34
53 + 22 46
14 42 13 46
32 32 + + 65 67 55 54
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties
Name:
Date:
I am learning to subtract two digit numbers which does not involve renaming.
12 23 81 15
85 97 - - 34 53 44 62
15 34
68 - 22 46
14 42 13 46
77 89 - - 65 67 55 54
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties
Name:
Date:
I am learning to solve change unknown problems involving tens and ones.
Write how you would get from one answer to the next in the boxes along the path. The first one is done for you. + 14 79 52 66
31 57
68
43 45
66
98 22 FINISH 70
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties Name:
Date: I am learning to add and subtract ones and tens by moving left, right, up and down on charts with numbers up to 1000
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 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
Use the chart to help you answer these questions 35 + 4 = 23 + 5 = 74 – 3 =
95 – 5 = 62 – 40 = 13 + 50 =
86 – 5 = 44 + 5 = 28 + 60 =
95 – 30 = 37 + 20 = 82 – 10 =
16 - 3 = 19 + 30 = 83 - 40 =
Now try these more challenging examples
234 + 30 = 645 + 5 = 194 – 20 =
729 + 40 = 537 – 4 =
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties Name:
Date:
I am learning to add three or more numbers by first making up pairs that add up to 10
6 + 4 + 2 1 + 5 + 5 4 + 6 + 4 + +9 9 + 6
8 + 6 + 4 + 7 + 8 + 5 + 2 + 3 + 7 + 2 4 + 3 + 2 7 + 8 + 5
1 + 2 + 3 + 1 + 2 + 5 + 3 + 6 + 4 7 + 8 + 5 7 + 9 + 5 + + 9 + 1 3
2 + 5 + 8 + 9 2 + 1 + 9 + 3 6 + 7 + 3 + 2 + 5 + 1 + 1 + + 4 + 8 + 5 8 + 7 + 6
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties Name:
Date:
I am learning to solve problems like 5 + 3 + 6 – 8 by first adding 5 + 3 to get 8 then removing the 8
10 + 2+ 7- 12 10 + 5 + 4 - 4 + 2 + 5 - 9 15
3 + 2 + 6 - 5 2 + 6 + 4 8 + 6 + 3 - 7 + 4 - 10
7 + 8 + 2 - 9 7 + 3 + 3 + 7 1 + 2 + 5 + 2 –10 - 10 – 7 - 3
9 + 6 + 4 – 7 1 + 5 + 3 + 8 + 5 + 3 + 4 + 4 3 – 6 - 6 + 2 – 9 - 6 - 2
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties Name:
Date: I am learning to subtract by splitting numbers into parts instead of counting back.
Cross out which counters you would remove to solve 14 – 6.
How many are left?
______
Now solve these problems by breaking the ten to get the answer.
16 – 9 = 12 – 4 = 11 – 3 = 13 – 6 =
Maria has 43 lollies and eats 5, Show how you would remove 10 10 10 10 the 5 lollies.
How many lollies are left? ______
Now solve these problems by breaking into the ten.
24 – 6 = 31 – 5 = 75 – 8 = 96 – 9 =
62 – 4 = 42 – 7 = 83 – 6 = 70 – 7 =
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties Name:
Date: I am learning to add by splitting numbers into parts instead of counting on.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 Lucy had 18 beads. She bought some more from the shop. Now she has 23. How many more did she buy? 18 + = 23
Now answer these problems by making the ten. Show how to record your answer, the first one is done for you.
Word Story Recording There were 16 eggs. Overnight the hen laid some more. By morning there 16 + 9 = 25 were 25. How many more were laid? The grocer has 28 apples and then gets some more. Now he has 33 apples. How many more did he get? There were 65 trees in the forest. The owner planted some more and now there are 73. How many more were planted? Tim has 54 toy cars. He got some more and now he has 61. How many more did he get? Susan caught 37 fish. Her dad caught some more. Altogether they have 43. How many did her Dad catch? Brian had scored 28 goals this season. He then scored some more in the next game and his new total was 31. How many more goals did he score? Irene had read 88 books. Over the holidays she read some more, now she has read 92 books. How many more books did she read?
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties Name:
Date:
I am learning to add by splitting numbers into parts instead of counting on.
Cross out which counters you would move to solve 8 + 6.
Draw where you would move them to.
How many do you have now?
Now solve these problems by making the ten to get the answer.
7 + 5 = 9 + 6 = 5 + 8 = 9 + 7 =
Maria has 27 lollies and gets 5 more, 10 10 Show how you would add another 5 more lollies.
How many lollies does she have now? ______
Now solve these problems by making the ten.
28 + 6 = 39 + 5 = 77 + 8 = 96 + 5 =
59 + 4 = 46 + 8 = 89 + 9 = 74 + 7=
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties
Name:
Date:
I am learning addition and subtraction using comparisons of sets without counting on or back
Martin has $7, and Tusi has $3 more than Martin. How much money does Tusi have?
______
Now answer these comparison problems and show how you would record the problem. The first one is done for you.
Word Story Recording Answer Jill has 11 blocks and Sam has 2 less. 11 – 2 = __ How many does Sam have?
Peter has $15 and Fali has $6 more. How much does Fali have?
Howard has $28 and Tino has $4 more. How much does Tino have?
Kalama has 10 stamps and Filimone has 3 less. How many does Filimone have?
Hannah has 18 stickers and Tayla has 5 more. How many does Tayla have?
Louise has 36 marbles and Vienna has 4 less. How many does Vienna have?
Masaga has $72 and Elizabeth has $5 more. How much does Elizabeth have?
Latu is 135cm tall and Loa is 6cm shorter. How tall is Loa?
Tony is 156cm tall and Dylan is taller by 6cm. How tall is Dylan?
Aunty Kay is 29 years old and Aunt Cleo
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties
is 7 years older. How old is Aunt Cleo? Name:
Date: I am learning addition and subtraction using comparisons of sets without counting on or back
Jeanette has $17, and Jo has $21. How much more money does Jo have than Jeanette?
17 + = 21
Now answer these comparison problems and show how you would record the problem. The first one is done for you. Word Story Recording Answer Juliet has $8 and Mary has $13. How 8 + =13 much more money does Mary have?
Janice has $9 and Benita has $15. How much more money does Benita have?
Nola has $56 and Jude has $64. How much more money does Jude have?
Lois has 38 stickers and Kelvin has 46. How many more stickers does Kelvin have?
Tehani is 164cm tall and Virginia is 156cm tall. How much taller is Tehani?
Ivan is 173cm tall and Nathan is 182cm tall. How much taller is Nathan?
Adrian is 31 years old and Frank is 37 years old. How much older is Frank?
Phil has 87 CDs and Alison has only 78 CD’s. How many more does Phil have?
Rachel has 77 marbles and Mitra has 72. How many more does Rachel have?
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties
Helen has $67 and Jo has $73. How much more money does Jo have? Name:
Date:
I am learning how many tens there are in a number less than 1000
Mrs Hirst takes her class of 26 children to a concert. Admission is $10 per person. She has $295 to pay for the students to get in.
Does she have enough money? ______How many students could she pay for? ______
Now answer these problems. If the admission price is still $10 per Boxes of chocolates cost $10 each. How student, how many students could Mrs many boxes of chocolates could I buy if I Hirst pay for if she had: had:
$203 = $589 =
$199 = $487 =
$167 = $971 =
$356 = $387 =
Hinemoa had 12 ten-dollar notes in her purse. How much money has she got to spend? ______
Now answer these problems.
If 21 children each paid $10 to watch the concert. How much money did they pay altogether?
If 45 children paid $10 each to buy a box of chocolates. How much did they spend altogether?
If Bronwyn has 38 ten-dollar notes in her purse, how much money has she got to spend?
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties
If Christine washes 26 cars for $10 each. How much money does she make?
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties Name:
Date:
Casey solves 37 + 16 by +10 adding ten from the 16 to +3 +3 make 47. Then adding 3 from the remaining 6 to get 50 and then adding the last 3 to get 53. 37 47 50 53
Draw a number line to show how to add 28 + 14 in parts.
Draw a number line to show how to add 39 + 25 in parts
Draw a number line to show how to add 17 + 68 in parts
Now solve these problems by adding in parts:
(a) 49 + 12 = (b) 68 + 25 = (c) 39 + 27 =
(d) 47 + 15 = (e) 58 + 16 = (f) 29 + 45 =
(g) 74 + 18 = (h) 47 + 36 = (i) 27 + 54 =
(j) 38 + 15 = (k) 65 + 19 = (l) 47 + 34 =
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties Name:
Date:
Brian solves 32 - 14 by taking away ten from 32 to -10 make 22. Then taking away -2 -2 2 more to get 20 and then subtracting the remaining 2 to get 18. 18 20 22 32
Draw a number line to show how to subtract 53 - 27 in parts.
Draw a number line to show how to subtract 42 - 16 in parts.
Draw a number line to show how to subtract 51 - 34 in parts.
Now solve these problems by subtracting in parts:
(a) 49 - 12 = (b) 35 - 26 = (c) 41 - 25 =
(d) 43 - 15 = (e) 52 - 26 = (f) 23 - 15 =
(g) 71 - 14 = (h) 43 - 35 = (i) 92 - 54 =
(j) 33 - 15 = (k) 61 - 13 = (l) 62 - 34 =
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties Name:
Date:
I am learning how knowing 10 ones make one 10 and 10 tens make 100 can help me solve problems like 567 + = 800
Julia has to save $400 for a holiday. She has $287 saved. How much more does Julia have to save?
287 + = 400
Solve these problems
98 + = 500 345 + = 400
290 + = 400 + 488 = 700
+ 381 = 500 + 378 = 1000
279 + = 700 378 + = 700
136 + = 800 809 + = 900
Now try these challenging examples
2990 + = 5000 456 + = 4000
6 + = 8000 124 + = 3000
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties Name: Date: Date:
I am learning to jump through a tidy number on a number line to solve problems like 17 + = 91
48 + = 72
29 + = 83
46 + = 91
Now try these problems in your head.
19 + = 62 36 + = 94 8 + = 84
39 + = 75 25 + = 73 47 + = 101
Problem Answer In the long distance race, the runners have to run 63km. Patrick has run 19km, how far does he still have to go? Freddy Frog lives at number 18 on the number line. He wants to visit his friend at number 71. How far does he have to jump to get there? Billy wants to beat his last year’s record of 73 goals he scored in one year. So far he has scored 36, how many more goals does he need to score to equal his record? Sue has saved some money to buy a new bike. The bike costs $92 and she has saved $48. How much more does she need?
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties
Name:
Date: I am learning that problems like 34 + = 51 and 51 – 34 = have the same answer.
Mary has $72 and gives John $58. How much does Mary have left?
1 2 2 0 72 – 58 = is the same as 58 + = 72 58 60 70 72 The answer is $14 Solve these subtraction problems by turning them into additions. The first one is done for you.
81 – 78 = is the same as 78 + 3 = 81 so the answer is 3
23 – 18 = is the same as + = so the answer is
73 – 28 = is the same as + = so the answer is
93 – 57 = is the same as + = so the answer is
103 – 88 = is the same as + = so the answer is
64 – 38 = is the same as + = so the answer is
Solve these problems mentally. Problem Number Sentence Answer I had $83 and spent $58 on a book. How much was left? There were 63 people on the bus and 27 got off. How many were left on the bus? 92 eggs were laid by the hens. By the afternoon 48 had hatched into chickens. How many eggs had not hatched?
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties
Name: Date:
Date: I am learning to solve problems like 13 + = 91 by jumping up by a tidy number on a number line, then jumping back a small number
23 + = 71
24 + = 82
52 + = 90
Now try these problems in your head.
42 + = 91 24 + = 92 12 + = 61
82 + = 101 64 + = 93 14 + = 83
Problem Answer I have got $34 saved to buy a CD player which costs $92. How much more money do I need to buy? I have written 14 Invitations for my birthday. I want to invite 43 people. How many more invitations do I still need to write? Our holiday home is 103Km away. We have travelled 75Km on the bus so far, how much further do we need to go?
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties
The chick is 16cm high. It’s mother hen is 53cm high. How much taller is the hen than the chicken?
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties
Name:
Date: I am learning how many hundreds there are in numbers over 1000
The bank of mathematics has run out of $1,000 notes. Amy wants to withdraw $2,315 in $1, $10, and $100 notes.
How many $100 notes does she get? ______
Find the number of $100 notes in these amounts.
Amount $2, 601 $3, 190 $1, 555 $1, 209 $2, 081 Number of $100 notes
Tickets to a concert cost $100 each. How many tickets could you buy if you have $3,215? ______Work out how many tickets you could buy if you had these amounts of money.
Amount $1,608 $2,897 $3,091 $4,250 Number of tickets
Now try these challenging examples.
Find the number of hundreds in: Amount 13 409 28 002 12 088 21 344 No. of hundreds
Find the number of tens in: Amount 3709 8002 12 897 50 890 No. of tens Name: Date: Marie Hirst, Numeracy Facilitator Date:
This work is for children who are able to use number properties
I am learning to mentally add the tens and ones separately when appropriate
37 + = 79
17 + = 99
5 + = 67
Now try these problems in your head.
15 + = 88 61 + = 83 387 + = 999
+ 56 = 99 + 68 = 99 + 256 = 759
Problem Answer In the long distance race, the runners have to run 67Km., Patrick had run 12km, how far does he still have to go? There were 107 people in the queue for concert tickets. I was 26th in the line. How many people were behind me? After 2 hours of sailing Tim had only another 361 metres to reach the island, which was 589 metres away from where he started. How far had he sailed already. Sue had saved some money to buy a new bike. The bike cost $795 and she needed to save another $143. How much had she saved already?
Name: Marie Hirst, Numeracy Facilitator Date:
This work is for children who are able to use number properties
I am learning to solve some addition and subtraction problems by adjusting one number to the nearest hundred
+98 Start +197 + 199 1217 +498
+398 +199 + 999 +97 +298 Finish
- 198 - 97 Start 500064 -99 -298
-98 - 496 - 998 - 299 - 197 Finish
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties
Name:
Date:
I am learning to solve problems like 73 – 19 by first subtracting a tidy number then adding on a small number to get the answer
-19 Start -29 - 9 50012 -39
-69 - 47 - 9 -49 - 28 Finish
-67 - 38 Start 100064 -98 - 19
-88 - 79 -29 - 99 - 47 Finish
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties
Name:
I am learning to solve subtraction problems by equal additions that turns one of the numbers into a tidy number Minus 445 867 676 902 856 298 197 390 99
Minus 1000 701 905 567 956 96 395 299 497
Minus 803 729 936 693 510 98 199 296 390
Minus 945 1000 486 592 777 95 197 399 295
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties Name:
Date: I am learning to apply mental subtraction methods to an application
John Shepherd
Born: 21/09/1853 Died: 17/11/1901
Use the empty number line to help you work out how long John was alive. Number Sentence: 1853 + = 1901 Answer =
How long did these people live? Born Died Number Line Answer
13/11/937 01/12/980
01/03/1899 12/12/1987
28/04/1848 01/05/1924
30/08/1488 21/09/1523
23/05/1302 21/07/1333
Now try these challenging examples. Look carefully at the months in which they were born and when they died.
Born Died Number Line Answer
21/12/1743 12/01/1806
13/11/456 01/12/491
01/03/1856 12/12/1911
28/09/1924 12/01/2002
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties
Name:
Date:
I am learning that the answer on the left of the equals sign is the same as the answer on the right of the equals sign.
Maggie and John are given a bag of sweets each. Both bags have the same number of sweets in them. Maggie shares her bag with her friend Jan. Maggie gets 4 sweets and Jan gets 5. John shares his bag with Anne. John gives Anne 6 sweets.
How many sweets does John have left?
Maggie’s and Jan’s sweets John’s and Anne’s sweets
4 + 5 + 6
= means balance each side
Solve these “balancing” questions.
42 + 38 = + 39 55 + 35 = + 34
105 + = 103 + 43 + 65 = 67 + 339
+ 180 = 190 + 38 1020 + = 1010 + 67
Now try these subtraction problems
442 - 38 = - 39 585 - 35 = - 34
105 - 56 = 103 - - 65 = 667 - 62
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties Name:
Date:
I am learning to solve addition problems where the two numbers are easily related to doubles
51 48 99
49 98 + + 50 97 49 100
21
19 + 18 20
149 998 148 1002 149 998 + +
150 997 151 1001
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties
Name:
Date: I am learning to look at the addition and subtraction of three or more numbers to calculate easy combinations first
970 + 30 + 99 + 89 + 678 + 234 1 + 11 3213 + 66 + 2
2345 + 5 + 992 + 89 + 527 + 995 + 45 3456 + 8 11
473 + 155 15 + 630 + 151 + 74 + + 245 485 + 170 249 + 6
234 – 89 - 11 5 + 995 – 465 – 29 345 -71
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties Name:
Date:
I am learning how a number rolls over when 10 of any unit occur in an addition, and how the number rolls back when 10 of any unit occur in subtraction.
Look how to add 9 onto 9993 (using the number line & tidy numbers) to make 10 002
+ 7 + 2
9993 10 000 10 002
Solve these problems using an empty number line
8 992 + 9 =
6 + 12 996 =
16 + 6 684 =
44 503 – 7 =
18 900 + 102 =
99 + 12 099 =
50 + 6 150 =
102 003 – 5 = Name:
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties
I am learning to select wisely from my range of mental strategies to solve addition problems Make your way up to the top of the pyramid. Add the numbers on 2 blocks next to each other to find out the number on the block above. The first one is done for you.
9 + 6 = 15 15 11 9 6 5 8 7
19 15 8 14 19 7 Try these mentally. When you are finished, circle the numbers you had to work out with a pen and paper.
33
Name:25 9 32 29 15
Date: Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties
I am learning to select wisely from my range of mental strategies to solve subtraction problems Make your way to the bottom of the pyramids by finding the difference between the numbers on
two blocks next to each other. Put the answer into the block below.
900 685 810 400 515 1000 215
The difference between 900
and 685 is 215
617 403 1000 828 697 590
212 803 569 1000 730 429
Try these mentally. When you have finished, circle the numbers you had to work out with a pen and paper.
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties Name:
Date:
I am learning how tenths arise out of division
1. If I have 5 blue sweets and 1 red sweet, what fraction is red? ______
2. Now if I add an extra red sweet, what fraction is red? ______
3. 4 tenths are yellow, 5 tenths are blue, how many tenths are red? ______
So, assuming that ten tenths are needed to make one whole………
If I have 6 chocolate bars 6 ÷ 5 = whole packets + tenths of a packet. to share with 5 people, how much chocolate do they get each? calculator: 6 ÷ 5 = We have 4 chocolate bars 4 ÷ 5 = whole packets + tenths of a packet. to share between 5 people. How much does each person calculator: 4 ÷ 5 = get? 5 bars shared between 2 5 ÷ 2 = whole packets + tenths of a packet. people. How much does each get? calculator: 5 ÷ 2 = 6 bars shared between 4 6 ÷ 4 = whole packets + tenths of a packet. people. How much does each get? calculator: 6 ÷ 4 = 8 bars shared between 5 8 ÷ 5 = whole packets + tenths of a packet. people. How much do they get each? calculator: 8 ÷ 5 = What do you think the decimal point means?
(a) 10 ÷ 4 = (b) 3 ÷ 10 = (c) 7 ÷ 5 =
(d) 4 ÷ 10 = (e) 7 ÷ 2 = (f) 2 ÷ 5 =
(g) 18 ÷ 5 = (h) 21 ÷ 6 = (i) 14 ÷ 5 =
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties
Name:
Date:
I am learning to add with 1 decimal place fractions.
Henry has 3.4 candy bars, 3.4 + 1.8 = 4.12 Circle: right wrong and Tania has 1.8 candy bars. Peter thinks they will Using cubes: whole packets + tenths of a packet have 4.12 bars altogether. Is he right? Calculator check: 3.4 + 1.8 =
Jody has 4.3 candy bars. 4.3 + 2.7 = 6.11 Circle: right wrong She thinks that if she gets 2.7 more candy bars she Using cubes: whole packets + tenths of a packet will have 6.11. Is she right? Calculator check: 4.3 + 2.7 =
Now try these
1.4 + 0.8 = 15.2 + 0.9 = 4.2 + 2.9 =
0.6 + 1.6 = 2.9 + 3.6 = 5.7 + 0.8 =
3.7 + 5.5 = 23.8 + 1.4 = 7.2 + 12.9 =
0.7 + 0.8 = 1.9 + 3.4 = 2.4 + 0.7 =
1.7 + 9.4 = 41.8 + 0.8 = 5.8 + 14.6 =
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties
Name:
Date: I am learning to subtract with 1 decimal place fractions.
Henry has 3.4 candy bars. 3.4 - 1.6 = 2.2 Circle: right wrong He thinks that if he gave Bob 1.6 candy bars he will Using cubes: whole packets + tenths of a packet have 2.2 bars left. Is he right? Calculator check: 3.4 - 1.6 =
Jody has 4.3 candy bars. 4.3 - 2.7 = 2.4 Circle: right wrong She thinks that if she eats 2.7 candy bars she will have Using cubes: whole packets + tenths of a packet 2.4 left. Is she right? Calculator check: 4.3 - 2.7 =
Now try these
1.4 - 0.8 = 15.2 - 0.9 = 4.2 - 2.9 =
10.6 - 1.6 = 12.9 - 3.6 = 5.7 - 0.8 =
8.7 - 5.9 = 23.8 - 1.4 = 7.2 - 2.9 =
8.7 - 0.8 = 11.9 - 3.4 = 20.4 - 0.7 =
11.2 - 9.4 = 20.2 - 0.8 = 16 - 14.6 =
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties
Name:
Date: I am learning to multiply a whole number by a decimal fraction.
7 x 0.4 = 0.28 Circle: right wrong Rangi-Marie thinks that 7 x 0.4 candy bars will be Using cubes: whole packets + tenths of a packet 0.28. Is she right? Calculator check: 7 x 0.4 =
Pam has 4 bottles of juice. 4.3 x 4 = 16.12 Circle: right wrong Each bottle holds 4.3 litres of juice. She thinks she a Using cubes: whole packets + tenths of a packet has a total of 16.12 litres. Is she right? Calculator check: 4.3 x 4 =
Now try these
4 x 0.8 = 5 x 0.9 = 2 x 2.9 =
10.6 x 3 = 12.9 x 4 = 5.7 x 4 =
8 x 5.9 = 5 x 1.4 = 2 x 8.7 =
2.7 x 3 = 11.9 x 2 = 2.4 x 6 =
3 x 9.4 = 4 x 1.9 = 6 x 0.6 =
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties
I am learning how hundredths arise out of division
If I have 5 chocolate bars 5 ÷ 4 = whole + tenths + hundredths. to share with 4 people, how much chocolate do they get each? calculator: 5 ÷ 4 = We have 3 chocolate bars 3 ÷ 4 = whole + tenths + hundredths to share between 4 people. How much does each person calculator: 3 ÷ 4 = get? 7 bars shared between 5 7 ÷ 5 = whole + tenths + hundredths. people. How much does each get? calculator: 7 ÷ 5 = 13 bars shared between 4 13 ÷ 4 = whole + tenths + hundredths. people. How much does each get? calculator: 13 ÷ 4 = 8 bars shared between 5 8 ÷ 5 = whole + tenths + hundredths. people. How much do they get each? calculator: 8 ÷ 5 = 9.6 bars shared between 8 9.6 ÷ 8 = whole + tenths + hundredths. people. How much do they get each? calculator: 9.6 ÷ 8 =
Now try these.
15 ÷ 4 = 7 ÷ 4 = 14 ÷ 8 =
8.2 ÷ 4 = 15.3 ÷ 6 = 5.3 5 =
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties Name:
Date:
I am learning to use compatible numbers when adding decimal fractions
Colour the decimats to show how to solve this problem: 1.6 + 2.4 =
Solve and show on the decimats how to solve this problem: 0.75 + = 3
3.7 + 5.3 = 12.4 + 8.6 = 1.9 + 5.1 =
8.2 + = 10 4.9 + = = 13 6.3 + = 9
Now try these more challenging examples
2.81 + 6.19 = 0.35 + 1.15 = 1.91 + 6.09 =
0.54 + = 6 5.37+ = = 8 7.12 + = 12
Super Challenge!
3.451 + 2.549 = 0.0054 + 3.0046 =
0.0371 + = 4 0.5278 + = = 8 1.11118 + = 5
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties
Name:
Date: I am learning to add 2 decimal place fractions
Colour the decimal pipes to show this problem: 0.46 + 0.7=
Tick which number line illustrates the correct answer for the above problem.
+ 0.7 + 0.06
0.4 1.1 1.16
+ 0.4 + 0.3
0.46 0.5 0.53
Solve the following problems. The first one is done for you as an example. + 0.4 + 0.02 1.6 + 0.42 = 2.02
1.6 2.0 2.02
0.43 + 0.64=
4.7 + 1.39 =
46.7 + 5.31 =
0.92 + 5.38 =
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties Name:
Date: I am learning to subtract 2 decimal place fractions
Peter had 4.6m of rope and cut off 1.87m to make a lasso. How much rope did he have left?
I used tidy numbers and I used place value. I used reversing. compensating. I did 4.6 – 1 = 3.6m. Then I did I knew 1.87 + 0.13 makes 2. I took away a tidy 2 from 4.6 3.6 – 0.8 = 2.8m. Then I did So then I added on another which makes 2.6. Then I 2.8 – 0.07 = 2.73m 2.6 to make 4.6m. So the added back 0.13 so the answer answer is 0.13 + 2.6 = 2.73m. is 2.73m.
Michael Susan Sandra
How would each child solve this problem. : 5.2 – 3.95
Michael Susan Sandra
Choose the most efficient strategy for each problem below. Problem Strategy & explanation Problem Strategy & explanation 4.8 – 2.9 = 5.42 – 3.61 =
9.5 – 8.97 = 3.1 – 0.67 =
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties
Name:
Date:
I am learning to use multiplication and division to solve addition & subtraction problems
Look at how the problem below can be represented as a multiplication sum by finding a common factor for each addend. 56 + 16 = 72
7 x 8 2 x 8 + = 9 x 8
Rewrite these sums into multiplication problems by finding the common factor. The first one is done for you.
36 + 18 ( 6 x 6) + ( 3 x 6 ) = ( 9 x 6 ). So the answer is 54
56 + 16 ( ) + ( ) = ( ). So the answer is ___
27 + 72 ( ) + ( ) = ( ). So the answer is ___
64 – 48 ( ) - ( ) = ( ). So the answer is ___
63 – 49 ( ) - ( ) = ( ). So the answer is ___
36 + 16 + 28 So the answer is ___
81 – 27 + 18 So the answer is ___
42 + 18 – 36 So the answer is ___
42 + 35 + 14 + 49 So the answer is ___
88 – 32 – 24 + 48 So the answer is ___
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties
Name:120 – 54 + 12 - 36 So the answer is ___
Date:
I am learning to combine proportions and work out what parts the total is made up of.
Complete the table below to show for each stack of cubes.
Stack Ratio Fraction Percentage (light:dark) light dark light dark
A
B
Now complete the table to show what would happen if you combined Stacks A and B.
Stack Ratio Fraction Percentage (light:dark) light dark Light dark A + B (shade correctly)
Use the information about the following stacks of cubes to solve the problems below.
Stack A Stack B Stack C Stack D 2 light : 8 dark 13 light : 17 dark 9 light : 1 dark 28 light : 12 dark
Stacks Ratio Fraction Percentage (light:dark) light dark light dark A + C
C + D
A + D
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties
A + B + C
Marie Hirst, Numeracy Facilitator