RIC-6940 The Maths Box Series - Year 5 – Sample cards
You also want an ePaper? Increase the reach of your titles
YUMPU automatically turns print PDFs into web optimized ePapers that Google loves.
Card 1<br />
Number and Algebra — Number and place value<br />
Fun with factors<br />
One-to-12 multiplication fact table<br />
× 1 2 3 4 5 6 7 8 9 10 11 12<br />
1 1 2 3 4 5 6 7 8 9 10 11 12<br />
2 2 4 6 8 10 12 14 16 18 20 22 24<br />
3 3 6 9 12 15 18 21 24 27 30 33 36<br />
4 4 8 12 16 20 24 28 32 36 40 44 48<br />
5 5 10 15 20 25 30 35 40 45 50 55 60<br />
6 6 12 18 24 30 36 42 48 54 60 66 72<br />
7 7 14 21 28 35 42 49 56 63 70 77 84<br />
8 8 16 24 32 40 48 56 64 72 80 88 96<br />
9 9 18 27 36 45 54 63 72 81 90 99 108<br />
10 10 20 30 40 50 60 70 80 90 100 110 120<br />
11 11 22 33 44 55 66 77 88 99 110 121 132<br />
12 12 24 36 48 60 72 84 96 108 120 132 144<br />
<strong>The</strong> arrows show two factors of 28. <strong>The</strong>y are 4 and 7 (or 7 and 4).<br />
1 Two factors of 56 are:<br />
(a) 8 and 7 (or 7 and 8)<br />
(b) 5 and 6 (or 6 and 5)<br />
(c) 12 and 3 (or 3 and 12)<br />
3 Two factors of 81 are 9 and .<br />
(a) 11<br />
(b) 8<br />
(c) 9<br />
A factor is a number<br />
that divides into<br />
a larger number<br />
without leaving a<br />
remainder.<br />
©R.I.C. Publications<br />
Low Resolution Images<br />
Display Copy<br />
2 Two factors of 72 are:<br />
(a) 7 and 2 (or 2 and 7)<br />
(b) 9 and 8 (or 8 and 9)<br />
(c) 3 and 9 (or 9 and 3)<br />
4 Two factors of 42 are 7 and .<br />
(a) 6<br />
(b) 5<br />
(c) 12<br />
<strong>Maths</strong> box 5<br />
(01)<br />
R.I.C. Publications ® — ricpublications.com.au
Card 1<br />
5 Which statement is true?<br />
(a) Two factors of 132 are 11 and<br />
12.<br />
(b) Two factors of 132 are 10 and<br />
13.<br />
(c) Two factors of 132 are 8 and 9.<br />
6 Two factors of 99 are 9 and .<br />
7 Two factors of 63 are 7 and .<br />
Look at the sequence below.<br />
24, 27, 30, 33, 35<br />
8 One number does not belong<br />
because it does not continue the<br />
sequence and does not have 3 as<br />
one factor. Which one is it?<br />
(a) 24<br />
(b) 30<br />
(c) 35<br />
9 Which number in the sequence has<br />
9 as one factor?<br />
(a) 27<br />
(b) 24<br />
(c) 33<br />
10 Which number in the sequence has<br />
10 as one factor?<br />
(a) 24<br />
(b) 30<br />
(c) 35<br />
11 A factor is a number that divides<br />
into a larger number without<br />
leaving a .<br />
Solve the problems.<br />
12 Bob is a carpenter who is<br />
making stools for a client.<br />
If one stool has four legs,<br />
how many stools will Bob<br />
be making if he needs to<br />
make forty-eight legs?<br />
13 Each week, Tim receives<br />
twelve dollars pocket<br />
money for doing jobs<br />
around the house. He has<br />
saved one hundred and<br />
forty-four dollars towards a<br />
new computer game. How<br />
many weeks has he taken<br />
to save this amount of<br />
money?<br />
14 Tasmyn is helping her<br />
aunt fold serviettes at her<br />
cafe. If each table needs<br />
eight serviettes, how many<br />
serviettes in total will she<br />
need to fold for seven<br />
tables?<br />
ADDitional activity<br />
• Did you know that you only need<br />
to know half of the facts in the oneto-12<br />
multiplication fact table to<br />
know them all? This is because, for<br />
example, 3 × 4 is the same as 4 × 3,<br />
so you only need to know one of the<br />
pair of factors.<br />
©R.I.C. Publications<br />
Low Resolution Images<br />
Display Copy<br />
• Write your own one-to-12<br />
multiplication chart. Look at all the<br />
pairs of factors like the one above.<br />
Cross out one of each pair in the<br />
bottom half of the chart. When you<br />
have crossed out one of each pair,<br />
you will have half of the factors left to<br />
learn.
Card 1<br />
Number and Algebra — Fractions and decimals<br />
©R.I.C. Publications<br />
Low Resolution Images<br />
Display Copy<br />
1 Whose pizza is cut into the greatest<br />
number of slices?<br />
(a) Tyson (b) Andre (c) Lucy<br />
2 True or False?<br />
1<br />
16<br />
is the smallest unit fraction that<br />
one slice of pizza represents.<br />
<strong>Maths</strong> box 5<br />
(19)<br />
R.I.C. Publications ® — ricpublications.com.au
Card 1<br />
3 What fraction is one slice of Jack’s<br />
pizza?<br />
(a)<br />
1<br />
(b)<br />
1<br />
(c)<br />
1<br />
6<br />
5<br />
4<br />
4 Yes or No?<br />
Are Max and Ella’s pizzas both cut<br />
into eighths?<br />
5 Who ordered a pizza where one<br />
slice represents 1 16 ?<br />
6 One slice of ’s pizza is 1 7 .<br />
Greater than or less than?<br />
7 One slice of Max’s pizza as a fraction<br />
is<br />
one slice of Melissa’s<br />
pizza as a fraction.<br />
8 One slice of Tyson’s pizza as a<br />
fraction is<br />
one slice of<br />
Jamie’s pizza as a fraction.<br />
9 One slice of Nino’s pizza as a<br />
fraction is<br />
one slice of<br />
Ella’s pizza as a fraction.<br />
10 One slice of Andre’s pizza as a<br />
fraction is<br />
one slice of<br />
Lucy’s pizza as a fraction.<br />
11 How many slices of pizza is 1 of 4<br />
Tyson’s pizza?<br />
12 How many slices of pizza is 1 of 2<br />
Andre’s pizza?<br />
13 Using the friends’ names, which is the<br />
correct order of pizza fractions from<br />
smallest to largest fraction?<br />
(a) Amanda, Jack, Nino<br />
(b) Max, Melissa, Nat<br />
(c)<br />
• Write the names of all the pizza<br />
owners from greatest fraction<br />
to smallest fraction.<br />
• Work out the patterns below,<br />
and solve each missing fraction:<br />
1<br />
, 1 , , 1 3 6 24<br />
, 1 , 1 , 1 8 16 32<br />
1<br />
Lucy, Andre, Tommy<br />
14 Using the friends’ names, which is the<br />
correct order of pizza fractions from<br />
largest to smallest fraction?<br />
(a) Andre, Jack, Nat<br />
(b) Ella, Tommy, Lucy<br />
(c) Melissa, Max, Jamie<br />
, , 1 , 1<br />
40 10 5<br />
1<br />
, 1 , 1 ,<br />
56 28 14<br />
©R.I.C. Publications<br />
Low Resolution Images<br />
Display Copy
Card 1<br />
Number and Algebra — Money and financial mathematics<br />
School fete finances<br />
Merrick Valley School is planning a school fete to raise<br />
funds to buy equipment for the school.<br />
As part of the fundraising activities, all classes will<br />
have a stall which they will stock with saleable goods.<br />
Some stalls will be stocked with donated goods. All<br />
money raised from these stalls will be income with<br />
no expenditure for materials or ingredients. All the<br />
money raised from these stalls becomes the profit.<br />
Other stalls, however, will be stocked with goods that have been<br />
made with materials bought by the students. <strong>The</strong> amount of<br />
money raised will depend on the cost of buying materials and<br />
how much the goods are sold for. <strong>The</strong>se stalls will have some<br />
expenditure and some income. <strong>The</strong> profit is the income minus<br />
any expenditure.<br />
Mrs Bowen’s <strong>Year</strong> 5 class are making iced cupcakes for the cake<br />
stall. <strong>The</strong>y are buying all the ingredients and making them in<br />
class on the morning of the fete.<br />
<strong>The</strong>y have decided to package<br />
and sell the cupcakes<br />
individually, in pairs, and in<br />
boxes of six. <strong>The</strong>y plan to<br />
make six dozen cupcakes.<br />
<strong>The</strong> total cost of the<br />
ingredients was $18.60.<br />
©R.I.C. Publications<br />
Low Resolution Images<br />
Display Copy<br />
1 If the total income from the sale of<br />
all the cupcakes was $36.00, what<br />
profit was made?<br />
(a) $17.40<br />
(b) $54.60<br />
(c) $48.20<br />
2 If all the cupcakes were sold<br />
individually for 60c each, what<br />
would the income be?<br />
3 If all the cupcakes were sold in pairs<br />
for $1, what would the income be?<br />
(a) $43.20<br />
(b) $36.00<br />
(c) $54.80<br />
4 Which method of selling would<br />
provide the greatest income from<br />
the cupcakes—selling individually or<br />
selling in packs of two?<br />
<strong>Maths</strong> box 5<br />
(34)<br />
R.I.C. Publications ® — ricpublications.com.au
Card 1<br />
5 If all the cupcakes were sold in<br />
boxes of six for $2.40 per box,<br />
what would the income be?<br />
(a) $44.50<br />
(b) $36.20<br />
(c) $28.80<br />
If all the ingredients were donated by the<br />
parents, ...<br />
6 ... what would the income be for<br />
individual cupcakes sold for 60c<br />
each?<br />
7 ... what would the profit be?<br />
8 ... what would the profit be if all<br />
cupcakes were sold in pairs for<br />
$1.50 a pair?<br />
9 ... what would the profit be if all<br />
the cupcakes were sold in boxes<br />
of six for $3.50 per box?<br />
(a) $28.80<br />
(b) $252.00<br />
(c) $42.00<br />
10 More or less?<br />
Using donated ingredients is<br />
profitable than<br />
purchasing ingredients.<br />
Some of the parents cooked and donated<br />
large cakes and loaves to support the school.<br />
11 If sixteen parents donated one large<br />
cake each, which sold for $5.50 each,<br />
how much income did this contribute<br />
to the profit for the class cake stall?<br />
12 What profit would the cake stall make<br />
if the class bought the ingredients,<br />
sold all the cupcakes individually for<br />
60c each, and twenty parents each<br />
donated one large cake or loaf which<br />
sold for $5.50 each?<br />
13 <strong>The</strong> parents and citizens association<br />
agreed to finance each class stall with<br />
an initial donation of $20.00 towards<br />
the cost of materials or ingredients.<br />
Any excess not used was added to the<br />
profit for that stall. What amount did<br />
the cake stall have to add to it?<br />
14 What extra cost<br />
was included<br />
in the cost of<br />
the ingredients<br />
when they<br />
were purchased<br />
by the teacher<br />
for the class?<br />
©R.I.C. Publications<br />
Low Resolution Images<br />
Display Copy<br />
ADDitional activities<br />
✘ Review Question 12. List the different operations and written and mental strategies you used<br />
to calculate your answer.<br />
✘ Select ten different amounts mentioned in the questions. Draw up a decimal money table with<br />
the headings tens, ones, tenths and hundredths at the top of the columns. Write the amounts<br />
in order from largest to smallest in the correct columns. (Don’t forget to add a column for the<br />
decimal point!)
Card 1<br />
Number and Algebra — Patterns and algebra<br />
Equivalent number<br />
sentences are like<br />
weighing scales—<br />
both sides must<br />
balance.<br />
1<br />
6 x 8<br />
63 ÷ 7<br />
To solve an equivalent number sentence and find the value of a missing number,<br />
first solve one side.<br />
18 ÷ 9 4 ÷<br />
Find the unknown number.<br />
12 x 4 84 ÷ 7<br />
3 x 3 8 x 4<br />
18 ÷ 9 = 2<br />
so 4 ÷<br />
2<br />
must equal 2 as well.<br />
4 ÷ 2 = 2<br />
so the missing number is 2.<br />
5 x 7 7 x x 9<br />
9 x 8<br />
36 ÷ 3<br />
64 ÷ 2<br />
©R.I.C. Publications<br />
Low Resolution Images<br />
Display Copy<br />
3<br />
÷ 5 42 ÷ 7<br />
10 x 4 x 8<br />
4<br />
<strong>Maths</strong> box 5<br />
(37)<br />
R.I.C. Publications ® — ricpublications.com.au
Card 1<br />
5<br />
6<br />
7<br />
8<br />
9<br />
10<br />
18 ÷ 6<br />
x 5<br />
4 x 3<br />
÷ 4<br />
165 ÷ 3<br />
x 10<br />
3 x<br />
120 ÷ 2<br />
9 x 9<br />
11 x<br />
÷ 8<br />
240 ÷ 4<br />
Which answer makes each number sentence<br />
equivalent?<br />
11<br />
12<br />
13<br />
14<br />
36 ÷ 4 =<br />
(a) 12 × 2<br />
(b) 27 ÷ 3<br />
(c) 5 × 2<br />
9 × 4 =<br />
(a) 7 × 8<br />
(b) 12 × 3<br />
(c) 20 ÷ 10<br />
(a) 11 × 10<br />
(b) 112 ÷ 2<br />
(c) 12 × 7<br />
(a) 6 × 11<br />
(b) 84 ÷ 12<br />
(c) 24 ÷ 2<br />
= 7 × 8<br />
= 28 ÷ 4<br />
©R.I.C. Publications<br />
Low Resolution Images<br />
Display Copy<br />
Review all the equivalent number<br />
sentences in Questions 1 to 14. On a<br />
sheet of paper, record what operation<br />
(multiplication, division, subtraction or<br />
addition) was used to find the missing<br />
number.<br />
Select any number between<br />
80 and 100 and write as many<br />
multiplication, division, addition<br />
and subtraction operations that<br />
equal the number selected.
Card 1<br />
Bumbling Merv Measure was such a mess.<br />
He didn’t know how to measure and he really couldn’t care less!<br />
He’d initially made some attempt to learn but the results were far from pleasing.<br />
What happened was so comical that his friends couldn’t resist some teasing.<br />
Merv was quite a clever fellow, but when it came to measuring, he just didn’t get it!<br />
Finally, I think he said to himself, ‘I’ll choose what I like, and I won’t regret it!’<br />
So, in his bumbling fashion, he chose whatever unit came to mind<br />
To measure whatever he needed to at that particular time.<br />
Now Merv can say with pride he has possessions like no other—<br />
A shaggy toothbrush 190 kilometres long, a 1828-metre brother,<br />
A garden fence 20 millimetres wide, a fluffy cat 350 metres tall<br />
And a colourful painting 60 kilometres wide decorating his bedroom wall.<br />
Please take my advice and don’t be like Merv Measure<br />
Who chooses any measurement unit at his leisure!<br />
Don’t be a buffoon like this bumbling fool!<br />
To measure correctly, use the correct unit and tool!<br />
1 Which unit of measurement would<br />
be the most appropriate to use to<br />
measure a person’s stride?<br />
(a) millimetres<br />
(b) centimetres<br />
(c) kilometres<br />
Measurement and Geometry — Using units of measurement<br />
Messy Merv Measure<br />
©R.I.C. Publications<br />
Low Resolution Images<br />
Display Copy<br />
3 Which unit of measurement would be<br />
the most appropriate to use to measure<br />
the distance between two towns?<br />
(a) millimetres<br />
(b) metres<br />
(c) kilometres<br />
2 Large or small?<br />
A large object or distance should<br />
be measured using a unit<br />
of measurement.<br />
4 Large or small?<br />
A small object or distance should be<br />
measured using a unit of<br />
measurement.<br />
<strong>Maths</strong> box 5<br />
(45)<br />
R.I.C. Publications ® — ricpublications.com.au
Card 1<br />
Millimetre, centimetre, metre or kilometre?<br />
5 Which unit of measurement is<br />
approximately the width of a sewing<br />
needle?<br />
6 Which unit of measurement is<br />
approximately the width of your small<br />
finger?<br />
7 A (unit of measurement) is<br />
approximately the length of a grown<br />
person’s stride.<br />
8 A kilometre would be an appropriate<br />
unit to use to measure the:<br />
(a) distance a delivery truck travels.<br />
(b) height of a school child.<br />
(c) length of a permanent marker.<br />
9 Which is the best object of the<br />
following to measure in millimetres?<br />
(a) room<br />
(b) hand<br />
(c) swimming pool<br />
10 One thousand millimetres is<br />
equivalent to one:<br />
(a) metre.<br />
(b) centimetre.<br />
(c) kilometre.<br />
11 One kilometre is equivalent to<br />
one thousand:<br />
(a) millimetres.<br />
(b) centimetres.<br />
(c) metres.<br />
12 One metre is equivalent to one<br />
hundred:<br />
(a) centimetres.<br />
(b) kilometres.<br />
(c) millimetres.<br />
13 One centimetre is equivalent<br />
to ten:<br />
(a) kilometres.<br />
(b) metres.<br />
(c) millimetres.<br />
14 True or False?<br />
<strong>The</strong> number of centimetres in<br />
a kilometre can be calculated<br />
by multiplying the number of<br />
metres in a kilometre (1000) by<br />
the number of centimetres in a<br />
metre (100).<br />
ADDitional activities<br />
©R.I.C. Publications<br />
Low Resolution Images<br />
Display Copy<br />
Research to find out the meanings of<br />
the prefixes ‘milli-’, ‘centi-’ and ‘kilo-’,<br />
then write the dictionary meaning of<br />
the words ‘millimetre’, ‘centimetre’,<br />
‘metre’ and ‘kilometre’.<br />
Draw up a table with four columns headed<br />
‘Kilometres’, ‘Metres’, ‘Centimetres’ and<br />
‘Millimetres’. In each column write three or four<br />
objects that could be measured using each unit of<br />
measurement.
Card 1<br />
Measurement and Geometry — Shape<br />
Nigel’s favourite hobby is constructing models from various materials.<br />
One day, Nigel wants to be an engineer or an architect.<br />
Yesterday, he downloaded a 3D net from an internet site and created a wacky<br />
character. Consider the wacky character<br />
he made and the net he downloaded.<br />
A net is a<br />
flat twodimensional<br />
pattern that<br />
can be folded to<br />
make a model<br />
of a threedimensional<br />
object.<br />
1 If the face of the net numbered<br />
1 is the face of the wacky 3D<br />
character, then the face numbered<br />
6 will be the:<br />
(a) back of the head.<br />
(b) base of the feet.<br />
(c) arms.<br />
2 <strong>The</strong> face of the net numbered 7<br />
is the:<br />
(a) sides of the body.<br />
(b) top of the head.<br />
(c) front of the body.<br />
©R.I.C. Publications<br />
Low Resolution Images<br />
Display Copy<br />
3 <strong>The</strong> faces of the net numbered 8<br />
are the:<br />
(a) back of the body.<br />
(b) arms.<br />
(c) sides of the head.<br />
4 <strong>The</strong> face of the net numbered 2<br />
is the:<br />
(a) base of the feet.<br />
(b) sides of the body.<br />
(c) back of the body.<br />
<strong>Maths</strong> box 5<br />
(52)<br />
R.I.C. Publications ® — ricpublications.com.au
Card 1<br />
5 Which number indicates the face of<br />
the net that represents the base of<br />
the feet?<br />
(a) 4 (b) 5 (c) 3<br />
6 Which number indicates the face of<br />
the net that represents the front of<br />
the body?<br />
(a) 3 (b) 5 (c) 2<br />
7 <strong>The</strong> number 3 indicates the face of<br />
the net that forms the of<br />
the wacky 3D character.<br />
8 <strong>The</strong> number 9 indicates the face of<br />
the net that forms the sides of the<br />
of the wacky 3D character.<br />
9 Which two 2D shapes make up most<br />
faces of the wacky 3D character net?<br />
(a) rectangles and squares<br />
(b) cubes and prisms<br />
(c) circles and triangles<br />
10 All the nets below can be used to<br />
construct which 3D object?<br />
11 All the nets below can be used to<br />
construct which 3D object?<br />
12 All the nets below can be used to<br />
construct prisms.<br />
13 <strong>The</strong> base of this net indicates that the<br />
3D object that can<br />
be constructed from<br />
it is a pyramid.<br />
14 What type of pyramid can be<br />
constructed from the net below?<br />
©R.I.C. Publications<br />
Low Resolution Images<br />
Display Copy<br />
Experiment with Polydrons or Geoshapes<br />
to investigate different nets for a tetrahedron,<br />
then sketch the nets onto paper.<br />
Conduct an internet search of 3D nets to fold<br />
and create your own wacky characters like<br />
those at
Surprising symmetry<br />
Nature displays a surprising number of mathematical elements, symmetry being one of<br />
them. Consider the reflectional (line) symmetry of the butterfly and the avenue of trees,<br />
and the rotational symmetry of the fern and palm frond.<br />
Where else can reflectional and rotational symmetry be found?<br />
Do the lines show reflectional and/or rotational<br />
symmetry?<br />
1<br />
2<br />
Card 1<br />
Measurement and Geometry — Location and transformation<br />
©R.I.C. Publications<br />
Low Resolution Images<br />
Display Copy<br />
3<br />
4<br />
REMEMBER!<br />
Reflectional (line) symmetry<br />
occurs when the size, form and<br />
arrangement of parts of a shape<br />
or object on opposite sides of<br />
a line correspond. Each half is a<br />
mirror image of the other.<br />
Rotational symmetry occurs<br />
when an object, figure or shape<br />
matches itself when it has been<br />
rotated around a fixed point.<br />
<strong>Maths</strong> box 5<br />
(55)<br />
R.I.C. Publications ® — ricpublications.com.au
Card 1<br />
5 Which figure with reflectional<br />
symmetry shows the correct lines of<br />
symmetry?<br />
(a)<br />
6 Which figure does not have the<br />
property of rotational symmetry?<br />
7 Yes or No?<br />
Figure A exhibits<br />
rotational symmetry.<br />
8 True or False?<br />
Figure B exhibits both<br />
reflectional and rotational<br />
symmetry.<br />
9 Which five capital letters of those<br />
below have reflectional symmetry?<br />
A, F, G, M, P, T, E, K, R, Z<br />
10 Five of the capital letters below<br />
have rotational symmetry. Which<br />
ones are they?<br />
B, Y, U, H, N, W, S, Z, X, V<br />
11 Which statement is false?<br />
(b)<br />
(a) (b) (c)<br />
(a) Some capital letters have both<br />
reflectional and rotational<br />
symmetry.<br />
(b) Some capital letters only<br />
have rotational or reflectional<br />
symmetry.<br />
(c) All capital letters have some<br />
type of symmetry.<br />
A<br />
B<br />
12 Which figure shows an example of<br />
horizontal line symmetry?<br />
4.<br />
1.<br />
2.<br />
13 Two of the shapes below have<br />
multiple lines of symmetry. Which are<br />
they?<br />
2.<br />
1.<br />
3.<br />
14 True or False?<br />
3.<br />
5.<br />
Shapes that are turned 90°, 180°,<br />
270° or 360° on a central point and<br />
still appear exactly the same have<br />
rotational symmetry.<br />
©R.I.C. Publications<br />
Low Resolution Images<br />
Display Copy<br />
ADDitional activities<br />
• Make a list of words written in block capital<br />
letters like ICEBOX, DECIDED, EXCEEDED,<br />
HIDE and CHOICE that have horizontal<br />
symmetry.<br />
• Make a list of words written in block<br />
capital letters like MUM that have vertical<br />
symmetry.<br />
• Investigate the longest word with 180º<br />
rotational symmetry.
Card 1<br />
Measurement and Geometry — Geometric reasoning<br />
What’s your angle?<br />
Angles are all around us. Have you noticed any like these ... or others?<br />
All angles are classified by their size and how they relate to a 90° right angle.<br />
1 Which angle is described as ‘an<br />
angle measuring 90°’?<br />
(a) an acute angle<br />
(b) a right angle<br />
(c) an obtuse angle<br />
©R.I.C. Publications<br />
Low Resolution Images<br />
Display Copy<br />
3 An angle is greater than<br />
90° but less than 180°.<br />
(a) obtuse<br />
(b) acute<br />
(c) right<br />
2 Which angle is described as ‘an<br />
angle measuring less than 90°’?<br />
(a) a straight angle<br />
(b) a reflex angle<br />
(c) an acute angle<br />
4 A angle measures<br />
exactly 180°.<br />
(a) right<br />
(b) reflex<br />
(c) straight<br />
<strong>Maths</strong> box 5<br />
(63)<br />
R.I.C. Publications ® — ricpublications.com.au
Card 1<br />
5 Which angle is described as ‘greater<br />
than 180° but less than 360°’?<br />
(a) an obtuse angle<br />
(b) a reflex angle<br />
(c) an acute angle<br />
6 One rotation (a full turn which ends<br />
up at the starting point) measures<br />
degrees.<br />
What is the name of the angle?<br />
7<br />
8<br />
9<br />
10<br />
11<br />
(a) right<br />
(a) reflex<br />
(b) straight (c) acute<br />
(b) obtuse (c) acute<br />
(a) obtuse (b) right (c) acute<br />
(a) acute (b) reflex (c) obtuse<br />
(a) reflex<br />
(b) straight (c) right<br />
12 What is the diagram showing?<br />
(a) a right angle<br />
(b) a straight angle<br />
(c) one rotation<br />
Which word best completes these<br />
statements?<br />
13 All angles are measured in<br />
.<br />
(a) millimetres<br />
(b) degrees<br />
(c) kilograms<br />
14 <strong>The</strong> angle does not change even<br />
if the<br />
are different<br />
lengths.<br />
(a) arms<br />
(b) degrees<br />
(c) angles<br />
ADDitional activities<br />
• Compare the<br />
size of angles<br />
in a set of<br />
pattern blocks.<br />
<strong>The</strong> angles in<br />
pattern block<br />
shapes are<br />
related. If the<br />
angles in a square block are 90º, work out<br />
the angles of the other blocks. Record your<br />
findings in a table.<br />
©R.I.C. Publications<br />
Low Resolution Images<br />
Display Copy<br />
• Draw each block and write<br />
the angle of each shape.<br />
60°<br />
For example:<br />
60° 60°
Card 1<br />
Statistics and Probability — Chance<br />
1 Six different fantasy images appear<br />
on the dice. <strong>The</strong> chance of throwing a<br />
dragon, expressed as a fraction, is:<br />
(a)<br />
1<br />
3<br />
(b)<br />
1<br />
2<br />
(c)<br />
1<br />
6<br />
2 What is the chance of throwing a<br />
soldier?<br />
(a)<br />
1<br />
6<br />
3 True or False?<br />
(b)<br />
1<br />
2<br />
(c)<br />
1<br />
4<br />
Players have a one-in-six chance<br />
of throwing one of the different<br />
fantasy images.<br />
4 If the images are grouped as people<br />
(soldier and wizard), fantasy creatures<br />
(dragon and goblin) and fantasy<br />
objects (crown and skull), what is the<br />
chance of throwing a person?<br />
©R.I.C. Publications<br />
Low Resolution Images<br />
Display Copy<br />
5 True or False?<br />
If the groupings in Question 4 are<br />
observed, players have the same<br />
chance of throwing a person, fantasy<br />
creature or object.<br />
<strong>Maths</strong> box 5<br />
(66)<br />
R.I.C. Publications ® — ricpublications.com.au
Card 1<br />
<strong>The</strong> boys traded their six-sided dice for an eightsided<br />
dice that showed the following images:<br />
• people (wizard, soldier, king),<br />
• fantasy creatures (goblin and dragon), and<br />
• fantasy objects (crown, skull; and<br />
sword and shield).<br />
6 <strong>The</strong> chance of throwing a king is:<br />
(a)<br />
1<br />
8<br />
(b)<br />
1<br />
6<br />
(c)<br />
1<br />
7 What is the chance of throwing an<br />
image of a fantasy creature?<br />
(a)<br />
1<br />
8<br />
(b)<br />
2<br />
8<br />
4<br />
(c)<br />
4<br />
8 <strong>The</strong> chance of throwing an image of<br />
a fantasy object is:<br />
(a)<br />
1<br />
8<br />
9 True or False?<br />
(b)<br />
2<br />
8<br />
8<br />
(c)<br />
3<br />
Players have 3 chance of throwing<br />
8<br />
an image of a person.<br />
10 <strong>The</strong> chance of throwing either a<br />
person or a fantasy object is:<br />
(a)<br />
4<br />
8<br />
(b)<br />
6<br />
8<br />
8<br />
(c)<br />
1<br />
11 What is the chance of throwing<br />
either a fantasy creature or a<br />
person?<br />
(a)<br />
5<br />
8<br />
(b)<br />
4<br />
8<br />
8<br />
(c)<br />
2<br />
8<br />
12 Which word makes this sentence<br />
correct?<br />
Players have a<br />
in<br />
eight chance of throwing any one of<br />
the eight images on the dice.<br />
(a) two (b) three (c) one<br />
13 Which statement is incorrect?<br />
(a) Players have an equal chance of<br />
throwing an image of a person or<br />
a fantasy object.<br />
(b) Players have an equal chance of<br />
throwing an image of a person or<br />
a fantasy creature.<br />
(c) Players have less chance of<br />
throwing a fantasy creature than<br />
a fantasy object.<br />
14 Likely or Unlikely?<br />
It is highly<br />
that a player<br />
will throw the same image every time.<br />
©R.I.C. Publications<br />
Low Resolution Images<br />
Display Copy<br />
Additional<br />
ACTIVITY<br />
Using a ten-sided dice, work out<br />
the chance of throwing any of the<br />
numbers one to ten. <strong>The</strong>n work out<br />
the chances of throwing an odd or<br />
even number, a number between<br />
five and ten, a number less than<br />
four, any number greater than two;<br />
and multiples of three.
Card 1<br />
Statistics and Probability — Data representation and interpretation<br />
1 Which question could you collect data about by observing this spider web?<br />
©R.I.C. Publications<br />
Low Resolution Images<br />
Display Copy<br />
(a) What type of insects get caught in the web?<br />
(b) How many birds build a nest?<br />
(c) How many insects get caught in the web?<br />
(d) Both (a) and (c)<br />
Categorical or numerical?<br />
2 <strong>The</strong> type of insect observed would be data.<br />
3 How many insects observed would be data.<br />
4 <strong>The</strong> number of insect legs observed would be data.<br />
5 <strong>The</strong> variety of colours of the insects would be data.<br />
<strong>Maths</strong> box 5<br />
(70)<br />
R.I.C. Publications ® — ricpublications.com.au
Card 1<br />
At the end of Day 1 the following observations were tallied:<br />
Day 1<br />
Day 2<br />
Day 3<br />
Day 4<br />
6 What categories of insects was the<br />
data arranged into?<br />
(a) flying insects and crawling<br />
insects<br />
(b) yellow insects and green<br />
insects<br />
(c) grasshoppers and moths<br />
ADDitional activity<br />
Crawling insects<br />
11 If you were at the zoo and saw the<br />
animals on the left, which animal category<br />
would you see the most of?<br />
12 Which category do these tally marks<br />
belong to?<br />
13 True or False?<br />
It is not useful to tally the number of<br />
each individual animal at the zoo, but it is<br />
useful to see how many of each category<br />
there are.<br />
14 Yes or No?<br />
Flying insects<br />
Ant Grasshopper Beetle Cricket Moth Dragonfly Fly<br />
7 How many flying insects were observed<br />
on Day 1?<br />
8 Which category was the most popular on<br />
Day 3?<br />
9 How many crawling insects were<br />
observed on Day 2?<br />
10 Which category was caught in the web<br />
the most overall?<br />
©R.I.C. Publications<br />
Low Resolution Images<br />
Display Copy<br />
Would the data for the most popular<br />
animal at the zoo be the same as the data<br />
for the most common type of animal<br />
found at the zoo?<br />
• Draw a table and tally your observations at the zoo as shown above. Go to and research other animals and categories<br />
you might come across at a zoo, and add them to your tally.