W8456PR Higher order Thinking Skills Book 3
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<strong>Higher</strong>-<strong>order</strong> <strong>Thinking</strong> <strong>Skills</strong> – <strong>Book</strong> 3<br />
Published by Prim-Ed Publishing 2020<br />
Under licence from Evan-Moor ® Educational Publishers<br />
Copyright © 2018 Evan-Moor ® Educational Publishers<br />
This version copyright © Prim-Ed Publishing 2020<br />
PR–8456<br />
ISBN: 978-1-84654-988-5<br />
Titles in this series:<br />
<strong>Higher</strong>-<strong>order</strong> <strong>Thinking</strong> <strong>Skills</strong> – (Year 1/1st Class)<br />
<strong>Higher</strong>-<strong>order</strong> <strong>Thinking</strong> <strong>Skills</strong> – (Year 2/2nd Class)<br />
<strong>Higher</strong>-<strong>order</strong> <strong>Thinking</strong> <strong>Skills</strong> – (Year 3/3rd Class)<br />
<strong>Higher</strong>-<strong>order</strong> <strong>Thinking</strong> <strong>Skills</strong> – (Year 4/4th Class)<br />
<strong>Higher</strong>-<strong>order</strong> <strong>Thinking</strong> <strong>Skills</strong> – (Year 5/5th Class)<br />
<strong>Higher</strong>-<strong>order</strong> <strong>Thinking</strong> <strong>Skills</strong> – (Year 6/6th Class)<br />
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Contents<br />
About higher-<strong>order</strong> thinking skills (HOTS)....iii<br />
Ten tips for tackling tough tasks........................ iv<br />
What’s inside?.........................................................v<br />
How to use this book.......................................... vi<br />
<strong>Higher</strong>-<strong>order</strong> thinking categories................vii–xi<br />
Behavioural verb definitions......................xii-xiii<br />
Activities........................................................2–151<br />
Answers.....................................................152–160<br />
About higher-<strong>order</strong> thinking skills<br />
Teachers report that their curricula are lacking in materials that help pupils learn to think<br />
critically. This book provides practice applying higher-<strong>order</strong> thinking skills in English, maths,<br />
science, humanities and social sciences contexts.<br />
What are higher-<strong>order</strong> thinking skills?<br />
They are not the skills—such as alphabetising or calculating a perimeter—used in specific<br />
academic subjects. Rather, they are skills used across all curriculum areas and in non-academic<br />
situations; the skills for making use of information.<br />
In this book, higher-<strong>order</strong> thinking skills are represented by behavioural verbs. Each page<br />
focuses on one behavioural verb, which is defined at the top of the page. Each behavioural verb<br />
is emphasised in the instructions so pupils become aware of when and how they are using the<br />
thinking skill.<br />
Why is it important to practise higher-<strong>order</strong> thinking skills?<br />
Teachers may debate which is the most important curriculum area or skill in school, but some<br />
things are widely accepted by teachers and academics alike:<br />
• Pupils need well-developed thinking skills to be successful in the classroom, during<br />
assessments and in the real world.<br />
• Pupils can learn to think better if they’re taught how to do so.<br />
• Critical thinking skills are more important than ever in today’s competitive, rapidly<br />
changing, technology-based environment.<br />
Review sample<br />
Young children naturally use thinking skills. They learn autonomy through exploration,<br />
observe their environment using logic and reasoning, try new things and think creatively. As<br />
children grow and enter an academic setting, some of their natural curiosity and problemsolving<br />
instincts are not engaged as often as they could be.<br />
While all thinking skills are important, pupils generally get ample practice with recall,<br />
recognition, identification and comprehension. Therefore, this book focuses on thinking skills<br />
that are more challenging to incorporate. These include analysing, predicting, modelling,<br />
composing, organising, evaluating options, designing, critiquing and problem-solving.<br />
People with strong critical thinking skills can accomplish a great deal, whether or not they<br />
have background knowledge in a topic. Critical thinkers know how to acquire new knowledge<br />
and how to approach problem-solving. They also know how to persevere and use productive<br />
struggle to find an answer.<br />
Prim-Ed Publishing www.prim-ed.com 978-1-84654-988-5 HIGHER-ORDER THINKING SKILLS – BOOK 3 iii
Ten tips for tackling tough tasks<br />
Before beginning these lessons, read the paragraph below to pupils, then share the tip that best<br />
supports each daily activity.<br />
These activities are not supposed to be things you’ve already learned how to do in<br />
class. These activities let you exercise your brain in new ways. Most of the activities<br />
don’t have just one right answer, so don’t worry; just answer in a way that makes<br />
sense to you.<br />
1 Unpack the task: Read the activity once to see what it’s about. Then<br />
re-read it very carefully. Ask yourself: What am I being asked to do?<br />
Solve a problem? Complete a puzzle? Write a story? Explain my thinking?<br />
Describe something? Then look at the information given.<br />
2 Put yourself in the situation: Spend a few minutes imagining that you are in the situation<br />
described. How does it feel? Why is it important? Is this situation like one you have been in<br />
before?<br />
3 Look for details: If an activity has a picture or a map, look at it closely. Look at everything,<br />
work out what people are doing, and read any words. Think about which details might be<br />
the most important for what you have to do.<br />
4 Think about what you already know: You already know a lot! If you’re not sure how to<br />
begin, think about the topic or the objects you see on the page. Think about when you’ve<br />
seen or used something. Think about when you learned or talked about something.<br />
5 Think about what the activity is like: Sometimes when you learn to do one thing, you<br />
can do the same thing in a similar situation. Ask yourself: Have I done something like this<br />
before?<br />
6 Share ideas: If you can work with a partner or a group, talk about your ideas or where you<br />
are getting stuck. Sometimes different people have different parts of the answer. When you<br />
tell what you know, you can all succeed.<br />
7 Use trial and error: If you can’t get started, write down anything. Then compare it to what<br />
the activity asks for. Does it make sense or follow the activity’s instructions? If not, why<br />
not? Then start to change your answer, little by little, so it does follow the instructions.<br />
Review sample<br />
8 Work backwards: Sometimes it makes sense to start at the end. Work out where you want<br />
to end up. Then think about what your problem looks like just before that. What needs to<br />
happen to get from there to the end?<br />
9 Check your answers as you go: After you write or draw your answer, re-read the question<br />
you are answering or the directions you are following. Does your response answer the<br />
question? Does it make sense? Does it follow the rules given? Does it solve the problem? If<br />
not, work out what part could be better and fix it.<br />
10 Keep trying: Sometimes it takes a while for a new idea to come. Don’t give up if you can’t<br />
do an activity right away. When you work it out, you’ll feel great!<br />
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HIGHER-ORDER THINKING SKILLS – BOOK 3<br />
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What’s inside?<br />
A variety of challenges<br />
Curriculum-area contexts<br />
Each full-page activity gives pupils an<br />
opportunity to practise a higher-<strong>order</strong> thinking<br />
skill in the context of a different curriculum area,<br />
rotating between English, Mathematics, science,<br />
humanities and social sciences, and sometimes<br />
combining them with art or logic. Engaging<br />
formats include:<br />
• logic and visual puzzles<br />
• spatial brainteasers<br />
• creative writing<br />
• picture comparisons<br />
• wordplay<br />
• ‘what if’ questions<br />
A behavioural verb representing a<br />
higher-<strong>order</strong> thinking skill is defined<br />
at the top of the page and highlighted in<br />
the directions. Topic information is often<br />
provided on the page so that the pupil can go<br />
past recall and comprehension to focus on<br />
using the given higher-<strong>order</strong> thinking skill.<br />
Behavioural verb definitions<br />
The chart on pages xii and xiii lists the definition of each behavioural verb in the book. You<br />
may wish to reproduce these pages and distribute them to pupils.<br />
Answers<br />
Review sample<br />
Evaluate pupils’ responses based on your own expectations and on what content pupils have<br />
encountered. Accept any reasonable response. Answers for the closed questions start on<br />
page 152.<br />
Prim-Ed Publishing www.prim-ed.com 978-1-84654-988-5 HIGHER-ORDER THINKING SKILLS – BOOK 3 v
How to use this book<br />
1 Reproduce the activities or distribute a pupil book to each pupil. The activities are<br />
organised to become more challenging as the year progresses.<br />
2 Introduce the activity to the whole class, reading the definition provided and relating it to<br />
any recent work done in class.<br />
3 Review the instructions and any information given to ensure pupils know what to do. It is<br />
recommended that pupils work with a partner or in a small group, although the activities<br />
do not require collaboration and may be completed independently by a capable pupil.<br />
4 Many activities have multiple solutions or are open-ended. Allow sufficient time for sharing<br />
responses and discussing problem-solving approaches. Modelling a variety of ideas and<br />
strategies offers valuable learning benefits and encourages peer respect and cooperation.<br />
Teaching tips<br />
• Preview the page yourself before assigning it to the class. Most pages do not rely on specific<br />
prior academic knowledge, but you may wish to connect the activity to a prior classroom<br />
experience or lesson.<br />
• Remind pupils that there are usually several ways to complete the activities, so they should<br />
not worry about finding ‘the right answer’.<br />
• Become familiar with the ten tips for tackling tough tasks on page iv. When you introduce<br />
each activity page, review with pupils any tip(s) that you think might be particularly useful<br />
for them on that particular task.<br />
• Pupils may take some time to work out how to start; productive struggle is often part of the<br />
higher-<strong>order</strong> thinking process. If they are getting frustrated and the ten tips aren’t helping,<br />
guide pupils with leading questions.<br />
• Take the opportunity to call to pupils’ attention any behavioural verbs used in other<br />
academic lessons to reinforce pupils’ understanding and awareness of when they are using<br />
these skills.<br />
Review sample<br />
vi<br />
HIGHER-ORDER THINKING SKILLS – BOOK 3<br />
978-1-84654-988-5 www.prim-ed.com Prim-Ed Publishing
<strong>Higher</strong>-<strong>order</strong> thinking categories<br />
Behavioural<br />
verb<br />
Page Page title Cross-curricular link<br />
38 Pattern cut-up Mathematics<br />
analyse<br />
57 What’s the relationship? English<br />
114 It’s just a phase Science/Mathematics<br />
apply 45 Picture words History<br />
30 New zoo! Mathematics<br />
arrange<br />
assemble<br />
113 An area of their own Mathematics/Design and Technology<br />
123 Jaleel’s designs Mathematics<br />
7 Sensible sentences English<br />
52 Making words English<br />
93 Dino bones Logic<br />
140 Fiji Geography<br />
assess 108 Wrapping with ribbon Mathematics<br />
70 Traffic zone Citizenship<br />
brainstorm<br />
categorise<br />
classify<br />
compare<br />
77 Friendship Health and Physical Education/English<br />
135 A community of helpers Citizenship<br />
147 Problems have solutions! English<br />
5 Name it! History<br />
37 Common things English<br />
29 Living features Science<br />
44 Spring cleaning Science<br />
119 Creepy crawlies Science<br />
14 High in the sky Science<br />
22 This and that English<br />
85 Neighbourhood to states Geography<br />
112 Compare poems English<br />
118 Gabby’s garden Mathematics<br />
Review sample<br />
compile 23 Cassidy’s number Mathematics<br />
26 Fiction and history English/History<br />
71 Read all about it! English/Science<br />
compose<br />
86 Pictures to poem English<br />
111 Triangle thoughts Mathematics/English<br />
121 A blustery cluster of words Science/English<br />
Prim-Ed Publishing www.prim-ed.com 978-1-84654-988-5 HIGHER-ORDER THINKING SKILLS – BOOK 3 vii
<strong>Higher</strong>-<strong>order</strong> thinking categories<br />
Behavioural<br />
verb<br />
Page Page title Cross-curricular link<br />
connect 64 Outfits around the world English/Geography<br />
49 Zoo exhibits Science<br />
create<br />
88 Fraction flowers Mathematics<br />
100 Say it with symbols Geography<br />
125 Look at my neighbourhood Geography<br />
critique 142 In my opinion English<br />
decide<br />
24 A role to play Science<br />
99 Zoo jobs Design and Technology<br />
3 Triangle sums Mathematics<br />
53 Turbo, the tortoise Mathematics<br />
63 Two riddles Mathematics<br />
deduce<br />
115 Map grid Mathematics/Geography<br />
124 On the loose Science<br />
136 What talent! Mathematics/Logic<br />
146 Putting facts together English/Logic<br />
demonstrate<br />
19 Safety first Health and Physical Education<br />
28 How many eggs? Mathematics<br />
describe<br />
27 What is it? English<br />
48 Number hunt Mathematics<br />
design 76 Quadrilateral quilt Mathematics/Design and Technology<br />
33 Bumper car thrills Mathematics<br />
determine<br />
Review sample<br />
68 Maths machines Mathematics<br />
83 Pet match Mathematics<br />
89 Melting over time Science<br />
127 Swimming in plastic English<br />
distinguish 41 Mr. Miles’ tiles Mathematics<br />
9 Hide and seek Science<br />
21 On the go Mathematics<br />
34 Tools of the trade Science<br />
evaluate<br />
47 Ears that hear everything English<br />
69 My life as a turtle Science<br />
116 Camouflage! English/Science<br />
144 Chow down! Science<br />
viii<br />
HIGHER-ORDER THINKING SKILLS – BOOK 3<br />
978-1-84654-988-5 www.prim-ed.com Prim-Ed Publishing
<strong>Higher</strong>-<strong>order</strong> thinking categories<br />
Behavioural<br />
verb<br />
Page Page title Cross-curricular link<br />
examine<br />
experiment<br />
explain<br />
15 What’s wrong with this globe? Geography<br />
79 Unique animals Science<br />
95 What’s wrong with this map? Geography<br />
104 Stay safe Science<br />
91 Pirate McGrab Mathematics<br />
133 At the post office Mathematics<br />
13 Crack the code Mathematics<br />
20 Group or solo? Citizenship<br />
36 Pizza leftovers Mathematics/Logic<br />
formulate 84 Mystery object Science/English<br />
generate<br />
give an<br />
example<br />
8 Number round-up Mathematics<br />
18 A whale of a problem Mathematics<br />
128 Rainforest hike Mathematics<br />
2 Show me! English<br />
16 Silly science stories English<br />
39 Soak it up! Science<br />
59 The speed of sound Science<br />
80 It takes all kinds Citizenship<br />
group 74 Animal sightings Science<br />
hypothesise<br />
35 The world of work Citizenship<br />
54 Is anybody out there? Science<br />
110 How do they live? Geography<br />
illustrate 6 A good day to fly English/Art<br />
imagine<br />
Review sample<br />
46 An immigrant’s journal English/History<br />
56 Under the sea Science/English<br />
62 My superpower! English<br />
97 Life in space English<br />
Prim-Ed Publishing www.prim-ed.com 978-1-84654-988-5 HIGHER-ORDER THINKING SKILLS – BOOK 3 ix
<strong>Higher</strong>-<strong>order</strong> thinking categories<br />
Behavioural<br />
verb<br />
Page Page title Cross-curricular link<br />
10 Unlocking the map Geography<br />
87 What is it? English<br />
101 Rules of the game Mathematics<br />
infer<br />
109 Pollination station Science<br />
117 What does it mean? English<br />
130 Old story, new story English/History<br />
141 Invention convention Science/Design and Technology<br />
150 That’s not money! Economics and business<br />
inquire 75 Which continent? Geography<br />
interpret 134 World weather Geography<br />
32 Tell me more English/Humanities<br />
interview<br />
72 If I could talk to the animals! English<br />
105 Star power! History<br />
invent 139 Special delivery Science/Design and Technology<br />
justify<br />
66 Sprint to success English/History<br />
122 Be an editor! English<br />
model 148 Slip ‘n’ slide Mathematics<br />
<strong>order</strong> 106 On the go! Mathematics/Geography<br />
organise<br />
persuade<br />
plan<br />
78 Race for the robot Mathematics<br />
131 The golden lion tamarin English/Science<br />
55 Road trip Geography<br />
Review sample<br />
90 Earth club Citizenship<br />
129 What floats your boat? Science/Design and Technology<br />
132 Community clean-up English/Citizenship<br />
138 When we meet again Mathematics<br />
17 What will happen next? English<br />
predict<br />
25 Classroom of the future History<br />
50 What could happen? Geography<br />
prioritise 103 Dinosaur fun Mathematics<br />
prove<br />
rank<br />
43 Nobu’s numbers Mathematics<br />
102 Prove it! English<br />
42 Holiday time! English<br />
92 Party menu English<br />
x<br />
HIGHER-ORDER THINKING SKILLS – BOOK 3<br />
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<strong>Higher</strong>-<strong>order</strong> thinking categories<br />
Behavioural<br />
verb<br />
Page Page title Cross-curricular link<br />
recommend 61 Bagging cookies Mathematics<br />
represent<br />
revise<br />
127 Swimming in plastic English<br />
151 Animal population Science/Mathematics<br />
96 Land and water haikus English/Geography<br />
137 A nice surprise English<br />
rewrite 11 A new ending English<br />
sequence 67 Dinosaurs and hieroglyphs English/History<br />
solve<br />
sort<br />
60 It’s no problem! Health and Physical Education<br />
82 Riddle me this English<br />
31 What kind of creature? Science/English<br />
65 Game show English<br />
81 Field trip notes Science/English<br />
state the rule 58 Leafy patterns Mathematics<br />
summarise 98 Outer space visitor Mathematics<br />
support 107 Where should we play? English<br />
94 Turning up the heat Science<br />
theorise<br />
145 Life on planet Zurg Citizenship<br />
149 Hot or cold? Science<br />
value 120 A fair trade Citizenship<br />
4 Nature’s artists Science<br />
12 What do you see? English<br />
visualise<br />
Review sample<br />
40 Map puzzle Mathematics/Logic<br />
51 Riya’s neighbourhood Mathematics/English<br />
73 Building shapes Mathematics<br />
126 Cake cube puzzler Mathematics<br />
143 Tight fit Mathematics<br />
Prim-Ed Publishing www.prim-ed.com 978-1-84654-988-5 HIGHER-ORDER THINKING SKILLS – BOOK 3 xi
Behavioural verb definitions<br />
analyse: to look at<br />
closely for patterns and<br />
relationships<br />
apply: to use what you<br />
know in a new way<br />
arrange: to put in place<br />
to meet a goal<br />
assemble: to put parts<br />
together<br />
assess: to work out<br />
whether something is<br />
correct<br />
brainstorm: to think of<br />
ways to solve a problem<br />
or gather ideas<br />
categorise: to name a<br />
group<br />
classify: to put things<br />
into groups that have<br />
something in common<br />
compare: to look for<br />
things that are the same<br />
or different<br />
compile: to gather<br />
information together<br />
compose: to write<br />
creatively<br />
connect: to put things<br />
together to use them<br />
create: to make<br />
something new<br />
critique: to tell what is<br />
good and bad about<br />
something<br />
decide: to choose after<br />
thinking<br />
deduce: to use facts to<br />
work something out<br />
demonstrate: to show<br />
how to do something<br />
describe: to tell the<br />
features of something<br />
design: to plan how<br />
something will look<br />
determine: to work out<br />
using facts or what you<br />
observe<br />
distinguish: to tell the<br />
difference between things<br />
evaluate: to judge<br />
carefully<br />
examine: to look at<br />
closely<br />
experiment: to try doing<br />
things to see what works<br />
explain: to give good<br />
reasons for your thoughts<br />
or for what you did<br />
formulate: to produce by<br />
thinking carefully<br />
generate: to make<br />
something<br />
give an example: to show<br />
one thing in a group<br />
group: to put things<br />
with the same features<br />
together<br />
hypothesise: to make a<br />
good guess based on<br />
reasons<br />
Review sample<br />
illustrate: to represent in<br />
a picture<br />
imagine: to see an idea<br />
or picture in your mind<br />
infer: to work out using<br />
observations and what<br />
you know<br />
inquire: to ask for<br />
information<br />
xii<br />
HIGHER-ORDER THINKING SKILLS – BOOK 3<br />
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Behavioural verb definitions<br />
interpret: to decide what<br />
something means<br />
prove: to show that<br />
something is true or false<br />
support: to explain a<br />
choice<br />
interview: to ask<br />
someone questions about<br />
his or her life<br />
invent: to create for the<br />
first time<br />
justify: to give a good<br />
reason for something<br />
model: to make a<br />
drawing of something that<br />
is happening<br />
<strong>order</strong>: to list things in a<br />
certain way<br />
organise: to arrange and<br />
<strong>order</strong> information to make<br />
it useful<br />
persuade: to make<br />
someone want to do<br />
something<br />
plan: to find a good way<br />
to do something<br />
rank: to put in <strong>order</strong> by<br />
value<br />
recommend: to tell the<br />
best ideas<br />
represent: to show in a<br />
drawing or a graph or<br />
with a symbol<br />
revise: to improve<br />
something by changing it<br />
rewrite: to change<br />
something by writing it<br />
again<br />
sequence: to put things in<br />
the <strong>order</strong> they happen<br />
Review sample<br />
solve: to find a solution<br />
to a problem<br />
sort: to put things into<br />
groups<br />
theorise: to have an idea<br />
why or how something<br />
happens<br />
value: to judge what<br />
something is worth<br />
visualise: to imagine how<br />
something will look<br />
predict: to tell what will<br />
probably happen<br />
prioritise: to work out<br />
what is most important<br />
state the rule: to tell the<br />
way something is done<br />
summarise: to tell<br />
important information<br />
in a few words<br />
Prim-Ed Publishing www.prim-ed.com 978-1-84654-988-5 HIGHER-ORDER THINKING SKILLS – BOOK 3 xiii
Show me!<br />
give an example: to show one thing in a group<br />
English<br />
A boy from another country does not know what the underlined words mean. Draw or<br />
write to give him an example of what each word means.<br />
1. a giant thing 2. a narrow thing<br />
3. an ancient thing 4. an amusing thing<br />
Review sample<br />
5. a fragile thing 6. a powerful thing<br />
2<br />
HIGHER-ORDER THINKING SKILLS – BOOK 3<br />
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Triangle sums<br />
Mathematics<br />
deduce: to use facts to work something out<br />
Deduce which numbers from 1 to 9 go in the circles so that the four numbers along each<br />
side add up to the total in the middle. Use each number only once. Some of the numbers<br />
have been filled in for you.<br />
1.<br />
2.<br />
6<br />
5<br />
17<br />
9<br />
9<br />
Review sample<br />
3<br />
4<br />
5<br />
23<br />
2<br />
Prim-Ed Publishing www.prim-ed.com 978-1-84654-988-5 HIGHER-ORDER THINKING SKILLS – BOOK 3 3
Nature’s artists<br />
visualise: to imagine how something will look<br />
Science<br />
Read the clues about how the landform was made. Visualise what it is and complete<br />
the sentence.<br />
1. I was carved by a river. I have very steep sides. If you speak to me,<br />
I will respond with an echo.<br />
I am a .<br />
1<br />
2. I am so thirsty! I get very little rain or snow. My dry air is often hot,<br />
but sometimes it’s cold.<br />
I am a .<br />
2 3 4<br />
3. I am a mountain with a fountain inside. I contain hot gases and melted<br />
rock instead of water. When I get full, it all splashes out the top.<br />
I am a .<br />
4. I am shaped by wind. I am made of sand. Every time the wind blows,<br />
I look a little different.<br />
I am a .<br />
5<br />
6 7<br />
Use the numbered letters to complete the sentence.<br />
Review sample<br />
5. Landforms are Earth’s p .<br />
2 1 6 5 4 6 3 7 2<br />
4<br />
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Name it!<br />
History<br />
categorise: to name a group<br />
Look at the pictures and categorise them into three groups. Name each group, then write<br />
what is in each.<br />
Review sample<br />
1. Group 1: 2. Group 2: 3. Group 3:<br />
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A good day to fly<br />
illustrate: to represent in a picture<br />
English/<br />
Art<br />
Pretend that an author asked you to help illustrate her story.<br />
Read the story, then underline the part that is already illustrated.<br />
Last night, I had the best dream. I dreamt that<br />
I was at the park with my closest friends. At first,<br />
we all kicked around the football. We were<br />
having so much fun!<br />
Then, Corbin, Amelia, and Hiromi spun around the merry-go-round.<br />
The rest of us were on the swings. Juan, Anil, and I swung so high<br />
that we were swooped off our swings and started flying! We looked<br />
down, and the others flew from the merry-go-round into the sky, too!<br />
Now circle the part of the story you want to illustrate. Illustrate it below.<br />
Review sample<br />
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Sensible sentences<br />
assemble: to put parts together<br />
English<br />
Put the words together to assemble a sentence, then write the sentence on the line.<br />
1. are animals really koalas cute<br />
2. his cookies and grandpa yesterday Ari made<br />
3. summer do this you are what to planning<br />
4. so won that excited our I’m team city’s<br />
5. studying and together are Jin for the I test<br />
6. I wind blows the my fast hair run when<br />
7. you much weighs how a do cloud know<br />
Review sample<br />
8. to call a need please parade you if me the ride<br />
9. ever is the I’ve explanation that heard strangest<br />
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Number round-up<br />
generate: to make something<br />
Mathematics<br />
Use the numbers in the ropes to generate two-digit or three-digit<br />
numbers that match the description. Do not use a digit more than<br />
once in a number.<br />
1. three 2-digit numbers that<br />
can be rounded to 40<br />
2. three 2-digit numbers that can be rounded to 70<br />
3. six 3-digit numbers that can be rounded to 600<br />
1<br />
4<br />
3 6 6<br />
7<br />
4 5<br />
Review sample<br />
5<br />
2<br />
6 9<br />
4. six 3-digit numbers that can be rounded to 800<br />
8<br />
1<br />
4 7<br />
8<br />
HIGHER-ORDER THINKING SKILLS – BOOK 3<br />
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Hide and seek<br />
Science<br />
evaluate: to judge carefully<br />
Karen and Geeta are playing hide and seek. Below are objects in the house that they can<br />
hide behind. Look at the objects and evaluate each one. Draw lines to show whether the<br />
object is probably a good hiding place or a bad hiding place.<br />
1.<br />
Good hiding place<br />
Bad hiding place<br />
Review sample<br />
2. Choose an object that is a good hiding place.<br />
Explain why.<br />
3. Choose an object that is a bad hiding place.<br />
Explain why.<br />
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Unlocking the map<br />
infer: to work out using observation and what you know<br />
Geography<br />
Joy made these maps but forgot to finish the map keys. Look at the key symbols<br />
on the map and infer what each represents. Write it on the map key.<br />
1.<br />
Washington<br />
Map Key<br />
Seattle<br />
Spokane<br />
2.<br />
3.<br />
Olympia<br />
Pleasant Park<br />
Northlawn<br />
FIRE STATION<br />
Safe Street<br />
Main Street<br />
Map Key<br />
Review sample<br />
POST<br />
OFFICE<br />
Map Key<br />
Green Street<br />
SCHOOL<br />
ONKEN PARK<br />
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A new ending<br />
English<br />
rewrite: to change something by writing it again<br />
Read about the problem in the story, then<br />
complete the items.<br />
In the story of Goldilocks and the<br />
Three Bears, a young girl named<br />
Goldilocks wanders into the bears’<br />
house. She needs food and a place to<br />
rest. She eats the bears’ food and rests<br />
on their furniture. When the bears come<br />
home, they are angry. Goldilocks is<br />
scared and runs away.<br />
1. What rule did Goldilocks break?<br />
2. What problem did the characters have?<br />
Goldilocks .<br />
The bears .<br />
3. Rewrite the ending of the story so that the characters solve their problems.<br />
Review sample<br />
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What do you see?<br />
visualise: to imagine how something will look<br />
English<br />
Read the poem. Visualise what it is describing, then circle the picture that looks most like<br />
what you pictured in your mind.<br />
Shiny, wet skin<br />
Wide eyes watching<br />
Being very still<br />
In the open wild<br />
Now read this poem, and visualise what it is describing.<br />
Brown patterns on yellow fur<br />
Long neck stretching<br />
Long tongue reaching<br />
Munching juicy leaves<br />
1. Draw what you pictured in your mind.<br />
2. What did you visualise?<br />
Review sample<br />
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Crack the code<br />
Mathematics<br />
explain: to give good reasons for your thoughts or for what you did<br />
Oh, no! Someone wrote a maths problem on a piece of paper, but it’s in code.<br />
Use the clues to deduce what number each letter stands for, then rewrite the<br />
maths problem in the box, replacing the letters with numbers.<br />
? ?<br />
? ?<br />
A, B, C and D are different digits.<br />
A and C are odd.<br />
B and D are even.<br />
C is greater than 1.<br />
Work space<br />
2. Explain what you did to solve the problem.<br />
CA<br />
+ CB<br />
DC<br />
1. the maths problem<br />
with numbers<br />
Review sample<br />
+<br />
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High in the sky<br />
compare: to look for things that are the same or different<br />
Science<br />
Trevor spotted two types of clouds in the sky, cumulus and cirrus clouds. Use the Venn<br />
diagram below to compare how they look. Two details have been written for you.<br />
cumulus<br />
cirrus<br />
fluffy<br />
cumulus<br />
Venn diagram<br />
both<br />
cirrus<br />
thin<br />
Review sample<br />
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What’s wrong with this globe?<br />
Geography<br />
examine: to look at closely<br />
Examine the globe and circle six parts that are out of place.<br />
S<br />
Atlantic<br />
Ocean<br />
equator<br />
North<br />
America<br />
South<br />
America<br />
Pacific<br />
Ocean<br />
Australia<br />
Review sample<br />
N<br />
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Silly science stories<br />
give an example: to show one thing in a group<br />
English<br />
Stories can get pretty silly when two people write them without working together. First,<br />
fold the bottom of your paper up to the line to cover the story. Above the dotted line, give<br />
an example of each kind of word. For example, for clothes you could write shirt. Unfold the<br />
paper and write each of your words in the numbered spaces to complete the story, then read it.<br />
1. amphibian: 6. habitat #1:<br />
2. mammal: 7. habitat #2:<br />
3. reptile: 8. lever tool:<br />
4. solid: 9. wedge tool:<br />
5. liquid: 10. adjective:<br />
to celebrate.<br />
9 10<br />
a . They drank cups of<br />
baked a for Harriet’s birthday. Harriet cut it with<br />
Review sample<br />
off and hid. They yelled ‘Surprise!’ when she came in. Manny had<br />
There once was a named Manny who lived in<br />
a . His friends, Harriet the<br />
1<br />
6 2<br />
from the and Sammy the ,<br />
loved to have parties. When Harriet approached her home, Manny and<br />
Sammy were inside waiting. They flipped the<br />
4<br />
5<br />
7 3<br />
8<br />
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What will happen next?<br />
English<br />
predict: to tell what will probably happen<br />
Look at the picture, then predict what will happen next and write about it.<br />
1.<br />
2.<br />
3.<br />
Review sample<br />
4.<br />
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A whale of a problem<br />
generate: to make something<br />
Mathematics<br />
Ms Navarro found some facts about whales to use in her<br />
maths lesson, but she will let her pupils write the problems.<br />
Use the facts to generate a maths word problem, then write the<br />
problem and solution on the lines.<br />
1. Facts: The blue whale is the largest of all the whales. It grows up to 30 metres<br />
long. The dwarf sperm whale is the smallest whale. It grows up to 3 metres long.<br />
word problem:<br />
solution:<br />
2. Facts: A baby blue whale grows rapidly after it is born. It gains about 91<br />
kilograms a day for a year.<br />
word problem:<br />
solution:<br />
3. Facts: Killer whales travel in pods, or groups, of about 30 whales. Sometimes<br />
pods join to form a group of 100 or more whales.<br />
word problem:<br />
Review sample<br />
solution:<br />
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Safety first<br />
Health and<br />
Physical Education<br />
demonstrate: to show how to do something<br />
Oh, no! Chandra dropped a glass jar during science.<br />
She tried to clean up the pieces by herself, but she cut<br />
her finger on a piece of broken glass.<br />
Demonstrate three safe things Chandra could<br />
have done to pick up the glass without getting hurt.<br />
Draw your answers.<br />
1. 2.<br />
3.<br />
Review sample<br />
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Group or solo?<br />
explain: to give good reasons for your thoughts or for what you did<br />
Citizenship<br />
Read the list of tasks. Think about whether you would like to do each task with a group of<br />
friends or by yourself.<br />
Tasks:<br />
Design a community garden<br />
Make advert posters for a garage sale<br />
Choose films to show on Film Night<br />
Organise a race<br />
Sell food at a football match<br />
Sing at a school assembly<br />
1. Write one task that you would like to do by yourself.<br />
Explain why you want to do this task by yourself.<br />
Review sample<br />
2. Write one task that you would like to do with a group of friends.<br />
Explain why you want to do this task in a group.<br />
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On the go<br />
Mathematics<br />
evaluate: to judge carefully<br />
The Guerreros are travelling from Cityville to Big Falls.<br />
They also want to visit the other three towns on the way,<br />
but they don’t want to drive over a road more than once.<br />
Cityville<br />
75 km<br />
Hillside<br />
50 km<br />
Rockton<br />
65 km<br />
70 km<br />
80 km<br />
60 km<br />
Big Falls<br />
40 km<br />
1. Examine the map. List the different routes the Guerreros can take.<br />
For each route, write the towns in the <strong>order</strong> they would be seen and<br />
the number of kilometres the family would travel.<br />
Review sample<br />
Sundale<br />
2. Evaluate the routes. Which route do you think is the best? Explain why.<br />
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This and that<br />
compare: to look for things that are the same or different<br />
English<br />
Compare a laptop computer and a mobile phone. Complete the Venn diagram<br />
to show how they are alike and different. It has been started for you.<br />
sits on lap or<br />
desk<br />
laptop<br />
Venn diagram<br />
both<br />
email<br />
Compare basketball and football and complete the Venn diagram.<br />
Venn diagram<br />
both<br />
mobile phone<br />
football<br />
hold in hand<br />
Review sample<br />
basketball<br />
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Cassidy’s number<br />
Mathematics<br />
compile: to gather information<br />
Read the text, then complete the items.<br />
Cassidy wrote a number on a piece of paper and put it inside<br />
an envelope. When rounded to the nearest ten, the number<br />
is 450. When rounded to the nearest hundred, the number is 500.<br />
1. What could Cassidy’s number be? Compile a list of<br />
all the possible solutions. Write the numbers below.<br />
possible solutions:<br />
Work space<br />
Review sample<br />
2. The ones digit and the hundreds digit in Cassidy’s number add up to the<br />
tens digit. Do you know what Cassidy’s number is now? Explain.<br />
3. Write a different clue that would help someone work out Cassidy’s number.<br />
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A role to play<br />
decide: to choose after thinking<br />
Science<br />
Animals R Us is a company that trains animals to be in films. They had a list of which<br />
animals will play which parts in a new film, but their goat ate the list!<br />
Read the descriptions of each role. Think about the characteristics of each<br />
animal actor and decide which animal should be cast in each role in the film.<br />
Animal actor<br />
Larry the Lion<br />
Giselle the Gazelle<br />
Katie the Kangaroo<br />
Wilbur the Wolf<br />
Film role<br />
Sam: an easygoing character. He can<br />
stay safe but he has the ability to fight<br />
back if needed. He has some features<br />
that protect him.<br />
actor:<br />
Peter: a hunter. His character is very<br />
strong and can easily kill other animals.<br />
Peter is the villain.<br />
actor:<br />
Review sample<br />
Vlad the Vulture<br />
Reina the Rabbit<br />
Mara: a victim. This charcter must be able<br />
to escape harm. She is vulnerable.<br />
actor:<br />
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Classroom of the future<br />
History<br />
predict: to tell what will probably happen<br />
Look at the picture of a school from the 1900s. Draw a picture of your classroom now,<br />
then predict what you think a classroom will look like in the future. Draw a classroom<br />
of the future.<br />
Past<br />
Present<br />
Review sample<br />
Future<br />
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Fiction and history<br />
compose: to write creatively<br />
English/History<br />
Look at the pictures of the items from history. Circle three. Compose a fiction story that<br />
takes place long ago. Include the three items you circled in the story.<br />
Review sample<br />
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What is it?<br />
English<br />
describe: to tell the features of something<br />
You and a friend are playing a guessing game. Your friend describes something without<br />
saying its name. You guess what it is.<br />
1. It’s a person who takes care of sick people, works in a clinic<br />
or hospital, and takes your temperature.<br />
Who is it?<br />
Now it’s your turn to describe things to your friend. Write three things about each object<br />
but don’t use the name of the object.<br />
2.<br />
3.<br />
4.<br />
Review sample<br />
5.<br />
6.<br />
7.<br />
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How many eggs?<br />
demonstrate: to show how to do something<br />
Mathematics<br />
Read the problem and think about how you can solve it.<br />
1. A farmer predicted that one of his hens, Clucky,<br />
would lay 315 eggs that year. His wife thought Clucky<br />
would lay 225 eggs instead. At the end of the year, the farmer and his wife<br />
found that they were each off by 45 eggs. How many eggs did Clucky lay?<br />
Use words and numbers to demonstrate how you can find out.<br />
Clucky laid<br />
eggs.<br />
2. The farmer’s two other hens, Henny Penny and Ruffles, each laid the<br />
same number of eggs that year. Clucky, Henny Penny, and Ruffles laid<br />
800 eggs in total. How many eggs did Henny Penny and Ruffles each lay?<br />
Use words and numbers to demonstrate how you can find out.<br />
Review sample<br />
Henny Penny and Ruffles each laid<br />
eggs.<br />
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Living features<br />
Science<br />
classify: to put things into groups that have something in common<br />
Read the text.<br />
Living things have different features that help identify what they are:<br />
• Plants get their energy from sunlight, air and soil. They have features such as leaves,<br />
stems and flowers. They don’t eat other living things.<br />
• Animals get their energy from eating living things such as plants and other animals.<br />
They can’t make their own food.<br />
Look at the living thing and classify it as a plant or an animal.<br />
plants<br />
animals<br />
1. seaweed 2. sungaya 3. kangaroo paw<br />
Review sample<br />
4. flower 5. leaf insect 6. sea anenome<br />
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New zoo!<br />
arrange: to put in place to meet a goal<br />
Mathematics<br />
Koa Glen is building a new zoo. It will include the areas<br />
listed below. Arrange them in a way that makes sense and<br />
draw and label each area on the map.<br />
Zoo areas:<br />
1.<br />
entrance birds giraffes<br />
toilets monkeys lions<br />
gift shop tigers reptiles<br />
hippos zebras bears<br />
Koa Glen Zoo Map<br />
Review sample<br />
2. How did you arrange the areas?<br />
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What kind of creature?<br />
Science/<br />
English<br />
sort: to put things into groups<br />
Look at the pictures of the animals and read the group names. Think about the features of<br />
animals that belong in each group, then sort each of the animals into a group by drawing a<br />
line from the animal to its group name. Lastly, finish the sentence to explain how you know<br />
which group the animal belongs in.<br />
Group Animal How do you know?<br />
fish •<br />
reptile •<br />
It has .<br />
It has .<br />
It has .<br />
It has .<br />
Review sample<br />
It has .<br />
bird •<br />
It has .<br />
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Tell me more<br />
interview: to ask someone questions about his or her life<br />
English/Humanities<br />
Choose someone you know pretty well, such as a brother or sister, a grandparent, or your<br />
teacher. Pretend you are going to interview this person to learn new things about his or<br />
her life.<br />
1. I choose .<br />
Now write four questions you would like to ask that person.<br />
2.<br />
3.<br />
4.<br />
Review sample<br />
5.<br />
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Bumper car thrills<br />
Mathematics<br />
determine: to work out using facts or what you observe<br />
Brandon loves going on the bumper cars at the amusement park. Read the clues to<br />
determine how many times Brandon has driven bumper cars in his life.<br />
The number is less than 40 but greater than 25.<br />
You say the number when you count in 2s.<br />
You say the number when you count in 3s.<br />
You say the number when you count in 4s.<br />
Use words and numbers to show your strategy for solving the problem.<br />
Work space<br />
Review sample<br />
Brandon has driven bumper cars<br />
times in his life.<br />
Prim-Ed Publishing www.prim-ed.com 978-1-84654-988-5 HIGHER-ORDER THINKING SKILLS – BOOK 3 33
Tools of the trade<br />
evaluate: to judge carefully<br />
Science<br />
A paleontologist is a scientist who digs up and studies bones, fossils, and other animal and<br />
plant parts from long ago. Neveah wants to prepare now to be one when she grows up. She<br />
made a list of tools she might need. Evaluate how useful these tools would be.<br />
Tools<br />
spade brush globe magnet pickaxe<br />
1. Which tools would be most useful?<br />
Why?<br />
2. Which tool would be least useful?<br />
Why?<br />
Review sample<br />
3. How might the globe be useful?<br />
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The world of work<br />
Citizenship<br />
hypothesise: to make a good guess based on reasons<br />
Look at the pictures that show employment. Complete the items.<br />
1. What do you think employment is?<br />
2. Write a sentence using the word employment.<br />
3. Hypothesise what unemployment is. Explain your thinking.<br />
Review sample<br />
4. Write a sentence using the word unemployment.<br />
Prim-Ed Publishing www.prim-ed.com 978-1-84654-988-5 HIGHER-ORDER THINKING SKILLS – BOOK 3 35
Pizza leftovers<br />
explain: to give good reasons for your thoughts or for what you did<br />
Mathematics/<br />
Logic<br />
Read the text and the clues.<br />
Abby, Ben, Chloe and Daniel each <strong>order</strong>ed a different pizza for lunch. After<br />
everyone ate, there was some pizza left over. There was 1 2<br />
of the cheese pizza,<br />
1<br />
4 of the veggie pizza, 1 8 of the pepperoni pizza and 1 3<br />
of the mushroom pizza left.<br />
Use the clues to work out which kind of pizza each child <strong>order</strong>ed.<br />
Chloe ate the least amount of pizza.<br />
Abby ate more pizza than Ben did.<br />
Daniel ate the most pizza.<br />
1. <strong>order</strong>ed the cheese pizza.<br />
2. <strong>order</strong>ed the veggie pizza.<br />
3. <strong>order</strong>ed the pepperoni pizza.<br />
4. <strong>order</strong>ed the mushroom pizza.<br />
5. Explain how you worked out who <strong>order</strong>ed the different pizzas.<br />
Review sample<br />
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Common things<br />
English<br />
categorise: to name a group<br />
Look at the group. What do the things in the group have in common? Categorise the things<br />
in the group.<br />
1. 2.<br />
feel<br />
meet<br />
book<br />
look<br />
beet<br />
boot<br />
seek<br />
Now look at these things and sort them into two groups. Circle the things in each group in<br />
a different colour.<br />
Review sample<br />
Now categorise each group.<br />
3.<br />
4.<br />
Prim-Ed Publishing www.prim-ed.com 978-1-84654-988-5 HIGHER-ORDER THINKING SKILLS – BOOK 3 37
Pattern cut-up<br />
analyse: to look at closely for patterns and relationships<br />
Mathematics<br />
Analyse the pattern on the paper strip.<br />
1 2 3<br />
1. How many butterflies made up figure 5 before the paper was cut?<br />
Write or draw to show how you know.<br />
Review sample<br />
butterflies<br />
2. What is the pattern of how each figure changes?<br />
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Soak it up!<br />
Science<br />
give an example: to show one thing in a group<br />
Lana spilled a glass of milk at breakfast. She needs<br />
something to soak up the milk on the floor.<br />
Give four examples of something that<br />
she could use. You can draw or write.<br />
1. 2.<br />
3. 4.<br />
Review sample<br />
5. Which of your examples would probably work best?<br />
Why?<br />
Prim-Ed Publishing www.prim-ed.com 978-1-84654-988-5 HIGHER-ORDER THINKING SKILLS – BOOK 3 39
Map puzzle<br />
visualise: to imagine how something will look<br />
Mathematics/<br />
Logic<br />
Look at the puzzle pieces that are in place, then look at the remaining three pieces. Visualise<br />
where each one should go to finish the puzzle and draw an arrow from each piece to its place.<br />
Review sample<br />
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Mr Miles’ tiles<br />
Mathematics<br />
distinguish: to tell the difference between things<br />
Mr Miles bought square tiles to decorate his kitchen counter. He didn’t know it, but one of<br />
the tiles was different from all the others.<br />
1. Mr Miles arranged 24 tiles to make the design below. Look at each tile carefully<br />
to help you distinguish the one that is different. Then colour it.<br />
2. Draw on the tile at the right to show how<br />
the tile that you coloured is different.<br />
Review sample<br />
3. Explain how the tile is different from the others.<br />
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Holiday time!<br />
rank: to put in <strong>order</strong> by value<br />
English<br />
1. Pretend you are going on holiday. Look at the choices and think about which<br />
holiday you would like best. Rank the holiday choices from 1 to 6 (1 is the one<br />
you like best).<br />
Holidays<br />
a warm beach<br />
a cruise to Alaska<br />
an African safari<br />
an amusement park<br />
camping at the lake<br />
skiing in the mountains<br />
Now explain why you chose your first choice and why you chose your last choice.<br />
Review sample<br />
2. first choice:<br />
3. last choice:<br />
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Nobu’s numbers<br />
Mathematics<br />
prove: to show that something is true or false<br />
Read the problem, then answer the questions.<br />
Nobu chose two 1-digit numbers. He multiplied<br />
the first one by 10. He multiplied the second one<br />
by 2. Then he added the products and got 86.<br />
1. Which two numbers could Nobu have chosen?<br />
2. Is there more than one solution? yes no<br />
Show your work below. Use words and equations to prove that<br />
your answer is correct.<br />
Work space<br />
Review sample<br />
Prim-Ed Publishing www.prim-ed.com 978-1-84654-988-5 HIGHER-ORDER THINKING SKILLS – BOOK 3 43
Spring cleaning<br />
classify: to put things into groups that have something in common<br />
Science<br />
The Sharmas are cleaning out a storage room. Read the guide about what can be recycled<br />
and what is rubbish, then complete the items.<br />
Recycle<br />
Rubbish<br />
paper and cardboard<br />
glass jars<br />
plastic containers<br />
metal cans<br />
foil<br />
1. Classify the item. Draw a line to where it will go.<br />
recycle<br />
paper towels and tissues<br />
all other glass<br />
all other plastic<br />
household items<br />
food<br />
Review sample<br />
rubbish<br />
2. How did you decide how to classify the light bulb?<br />
3. Choose an item that is not recyclable. What could you do besides<br />
putting it in the rubbish?<br />
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Picture words<br />
History<br />
apply: to use what you know in a new way<br />
Long ago, indigenous Australians used cave paintings to record events. Look at this cave<br />
painting ‘dictionary’.<br />
For example, this picture sentence<br />
probably means ‘One rainy day, a man went to hide under a group of trees and hide from<br />
the wind’.<br />
1. Apply the dictionary to work out the picture sentence and write it as a complete<br />
word sentence.<br />
Review sample<br />
2. Apply the dictionary to write your own picture sentence, then write it as a word<br />
sentence below.<br />
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An immigrant’s journal<br />
English/<br />
History<br />
imagine: to see an idea or picture in your mind<br />
Read the text.<br />
On 6 September 1901, Louey<br />
Gung left China. He was headed<br />
for Melbourne to start a new life in<br />
Australia. He started working as a<br />
carpenter, and worked long days to<br />
save money.<br />
Imagine you are Louey having just<br />
arrived in the country. Write in your<br />
journal about a difficult day.<br />
Dear journal,<br />
Review sample<br />
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Ears that hear everything<br />
evaluate: to judge carefully<br />
English<br />
Pretend you have big, sensitive ears that can hear<br />
every little thing around you like a great horned owl.<br />
Evaluate what life would be like if your ears were<br />
like an owl’s. Answer the questions.<br />
1. What is a problem you might have with sensitive ears?<br />
2. When would it be a good thing to have sensitive ears?<br />
3. What would be most different about having sensitive ears?<br />
4. Would you want ears that can hear everything? yes no<br />
Explain why or why not.<br />
5. If you were a great horned owl, would you want to<br />
live in a forest or in a city? forest city<br />
Why?<br />
Review sample<br />
Prim-Ed Publishing www.prim-ed.com 978-1-84654-988-5 HIGHER-ORDER THINKING SKILLS – BOOK 3 47
Number hunt<br />
describe: to tell the features of something<br />
Detective Dawg is tracking down a number. It is<br />
somewhere on the chart below. Read the clues that<br />
describe the number he is searching for.<br />
Mathematics<br />
? ?<br />
? ?<br />
The number is even.<br />
It is a product of 4 and a number.<br />
It is greater than 3 x 9.<br />
It is less than 7 x 5.<br />
Its tens digit is greater than its ones digit.<br />
1. The number is .<br />
Now it’s your turn. Choose a different number from the chart and write five clues to<br />
describe the number. Include at least two multiplication clues.<br />
2.<br />
3.<br />
4.<br />
1 2 3 4 5 6<br />
7 8 9 10 11 12<br />
13 14 15 16 17 18<br />
19 20 21 22 23 24<br />
25 26 27 28 29 30<br />
31 32 33 34 35 36<br />
Review sample<br />
5.<br />
6.<br />
7. The number is .<br />
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Zoo exhibits<br />
Science<br />
create: to make something new<br />
The zoo is using posters like this one to tell its visitors about new exhibits.<br />
Meet the crocodile!<br />
This animal is a carnivore. It eats only meat.<br />
It lives in and out of the water.<br />
It doesn’t have any enemies in the wild.<br />
Create an animal poster. Circle the animal that the poster will be about.<br />
Draw the animal’s habitat and tell interesting facts about it.<br />
Review sample<br />
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What could happen?<br />
predict: to tell what will probably happen<br />
Geography<br />
Look at the pictures and predict what could happen to Earth if what is happening in the<br />
picture continues.<br />
1. What is happening?<br />
prediction:<br />
2. What is happening?<br />
prediction:<br />
3. What is happening?<br />
Review sample<br />
prediction:<br />
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Riya’s neighbourhood<br />
Mathematics/<br />
English<br />
visualise: to imagine how something will look<br />
Read the description of Riya’s neighbourhood. Use the description to visualise her<br />
neighbourhood and draw a map of it.<br />
Right next to Riya’s apartment building is the market where she buys<br />
much of her food. Across from the market is the library. On the next block<br />
down, in the opposite direction from the library, is the park. At the far edge<br />
of the park is the bakery.<br />
1.<br />
2. Read the things that Riya has to do today. Using your map, <strong>order</strong> her chores<br />
from first to last.<br />
Buy fresh bread.<br />
Return library books.<br />
Buy vegetables for soup.<br />
Review sample<br />
Take her dog to play in the park.<br />
Prim-Ed Publishing www.prim-ed.com 978-1-84654-988-5 HIGHER-ORDER THINKING SKILLS – BOOK 3 51
Making words<br />
assemble: to put parts together<br />
English<br />
It can be fun to make, or assemble, a new word by putting two words together. Look at<br />
these examples. One is a real word, and one is a new, made-up word:<br />
tea + cup = teacup<br />
dog + rise = dogrise<br />
ball bath bird board bush cup foot house<br />
nap rise room rose skate sun time wind<br />
Use the words in the word box to assemble two real and two new, made-up words, then<br />
draw or write what you think each word means.<br />
Real words<br />
1. 3.<br />
2. 4.<br />
New, made-up words<br />
Review sample<br />
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Turbo, the tortoise<br />
Mathematics<br />
deduce: to use facts to work something out<br />
Some tortoises live to be more than 100 years old! Turbo, the<br />
tortoise, is the classroom pet in Mrs Stein’s class. He is more<br />
than 50 years old but less than 80 years old.<br />
Read two pupils’ statements about Turbo’s age.<br />
Orlando said, ‘I will say Turbo’s age if I skip-count by 8’.<br />
Aziz said, ‘I will say Turbo’s age if I skip-count by 6’.<br />
Mrs Stein said that both classmates are correct.<br />
Use both pupils’ statements to deduce Turbo’s age.<br />
Work space<br />
Review sample<br />
Turbo is<br />
years old.<br />
Prim-Ed Publishing www.prim-ed.com 978-1-84654-988-5 HIGHER-ORDER THINKING SKILLS – BOOK 3 53
Is anybody out there?<br />
hypothesise: to make a good guess based on reasons<br />
Science<br />
Meet a creature from outer space! Hypothesise which planet the creature came from.<br />
Read the planet descriptions and explain your choice.<br />
Mercury:<br />
Venus:<br />
Mars:<br />
Jupiter:<br />
This alien likes really hot weather!<br />
It eats gas for food. Its home planet<br />
shines bright in outer space.<br />
Possible planets<br />
It is the planet that is closest to the sun. It is a rocky planet.<br />
It has many holes on its ground, called craters.<br />
This planet has gases in its air that keep in more heat than<br />
any other planet. From Earth, it looks like a star.<br />
It is a red dirt planet with lots of craters. It has different<br />
seasons like Earth does, but they are mostly colder than<br />
Earth’s seasons.<br />
It is a giant gas planet that is very cold. It has many storms.<br />
1. Which planet is this alien likely from? Circle it.<br />
Mercury Venus Mars Jupiter<br />
2. Why do you think this?<br />
Review sample<br />
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Road trip<br />
Geography<br />
persuade: to make someone want to do something<br />
Your family is going on a road trip through Queensland, in Australia, starting at the Gold<br />
Coast. Look at the map of three possible routes and decide which one you would like best.<br />
Route 1<br />
Gold Coast,<br />
Sea World,<br />
The Big Pineapple,<br />
Koorana Crocodile Farm,<br />
Eungella National Park<br />
Route 2<br />
Gold Coast,<br />
Toowoomba Waterbird Habitat,<br />
Charleville Observatory<br />
and Astronomy Centre<br />
Route 3<br />
Gold Coast,<br />
Dreamtime Serpent,<br />
Mount Isa Rodeo,<br />
Skyrail Rainforest Cableway<br />
Mount Isa<br />
Rodeo<br />
Skyrail Rainforest<br />
Cableway<br />
Queensland<br />
Dreamtime Serpent<br />
Charleville Observatory and<br />
Astronomy Centre<br />
Review sample<br />
W<br />
Eungella National Park<br />
Toowoomba<br />
Waterbird Habitat<br />
N<br />
S<br />
E<br />
Koorana Crocodile Farm<br />
The Big<br />
Pineapple<br />
Sea World<br />
Gold Coast<br />
Persuade your family to take the route you would like best.<br />
Prim-Ed Publishing www.prim-ed.com 978-1-84654-988-5 HIGHER-ORDER THINKING SKILLS – BOOK 3 55
Under the sea<br />
imagine: to see an idea or picture in your mind<br />
Science/<br />
English<br />
Imagine you are a sea creature on the bottom of the ocean.<br />
What sorts of adaptations, or body features, would you have<br />
that would make it easier to survive in the deep?<br />
Write a paragraph describing yourself as the sea creature,<br />
then draw yourself as the sea creature.<br />
Review sample<br />
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What’s the relationship?<br />
English<br />
analyse: to look at closely for patterns and relationships<br />
Analyse the objects on the first pair of puzzle pieces. How are the tadpole and the frog<br />
connected? Now look at the object on the second pair. Which object below has the same<br />
kind of connection with it? Circle it.<br />
1.<br />
2.<br />
I ♥ Travelling<br />
Review sample<br />
?<br />
?<br />
3.<br />
?<br />
12 45<br />
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Leafy patterns<br />
state the rule: to tell the way something is done<br />
Mathematics<br />
Think of different patterns you can create that start with the numbers 1 and 5. Write<br />
numbers on the leaves to show your patterns. State the rule for each pattern you make. One<br />
example has been done for you.<br />
Example:<br />
Rule: Add 10 to 1 and 5. Add 20 to 1 and 5. Add 10<br />
more each time.<br />
1.<br />
Rule:<br />
2.<br />
Rule:<br />
1<br />
1<br />
1<br />
5<br />
5<br />
5<br />
15 25<br />
11 21<br />
8 11<br />
4 7<br />
10 20<br />
2 4<br />
Review sample<br />
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The speed of sound<br />
Science<br />
give an example: to show one thing in a group<br />
When you talk with a friend, the sound travels through<br />
the air to reach your friend’s ears. Sound travels through<br />
water and through solid objects, as well.<br />
Read each example of sound travelling through<br />
air, water and a solid object. Draw or write to<br />
give another example of each.<br />
1. sound travelling through air<br />
example: listening to your teacher<br />
your example:<br />
3. sound travelling through a solid object<br />
2. sound travelling through water<br />
example: dolphins whistling to<br />
warn about danger<br />
your example:<br />
Review sample<br />
example: a dog howling in the bedroom at a fire engine outside<br />
your example:<br />
Prim-Ed Publishing www.prim-ed.com 978-1-84654-988-5 HIGHER-ORDER THINKING SKILLS – BOOK 3 59
It’s no problem!<br />
solve: to find a solution to a problem<br />
Health and<br />
Physical Education<br />
These children are having problems. Write the problem and write what they can do to solve<br />
the problem.<br />
1. What is the problem?<br />
How can she solve it?<br />
2. What is the problem?<br />
How can he solve it?<br />
3. What is the problem?<br />
Who invented<br />
skateboards?<br />
Review sample<br />
How can he solve it?<br />
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Bagging cookies<br />
Mathematics<br />
recommend: to tell the best ideas<br />
The members of the Maths Club baked 60 cookies for their cake sale.<br />
They will put the cookies into bags. Each bag will have at least two cookies.<br />
The club will sell the cookies during lunchtime at school.<br />
1. List all the different ways the cookies can be put into the bags.<br />
One way has been done for you.<br />
Work space<br />
2 bags of 30 cookies<br />
Review sample<br />
2. Look at your list. If the Maths Club can choose only one way to bag the<br />
cookies, which way do you recommend? Think about which bag pupils<br />
will most likely buy and how many pupils are likely to buy that size bag.<br />
Circle your choice, then explain your thinking below.<br />
Prim-Ed Publishing www.prim-ed.com 978-1-84654-988-5 HIGHER-ORDER THINKING SKILLS – BOOK 3 61
My superpower!<br />
English<br />
imagine: to see an idea or picture in your mind<br />
Imagine that you wake up one day with a superpower! What would it be?<br />
1. My superpower:<br />
2.<br />
How would you feel with this superpower? What would life be like?<br />
Draw a picture showing yourself with your superpower.<br />
Review sample<br />
Imagine what you could do with your superpower. Write three sentences.<br />
3.<br />
4.<br />
5.<br />
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Two riddles<br />
Mathematics<br />
deduce: to use facts to work something out<br />
Read the clues in the riddle. Deduce the answer to the riddle and write it on the line.<br />
1.<br />
2.<br />
I’m thinking of a number. I divide it<br />
by 10. Then I divide the answer by 2.<br />
I end up with 3. What’s my number?<br />
The number is .<br />
I’m thinking of a number. I divide it<br />
by 6. Then I divide the answer by 4.<br />
I end up with 2. What’s my number?<br />
Review sample<br />
The number is .<br />
3. Think of another number riddle that uses division clues.<br />
Write the clues and the answer on the lines.<br />
Prim-Ed Publishing www.prim-ed.com 978-1-84654-988-5 HIGHER-ORDER THINKING SKILLS – BOOK 3 63
Outfits around the world<br />
connect: to put things together to use them<br />
English/<br />
Geography<br />
Neil’s grandmother wants to send clothes to her grandchildren, who are all over the world.<br />
She wants help choosing the best outfits.<br />
Connect what you know about the location of countries and the climate zones they are in.<br />
Draw a line to choose an outfit for each grandchild.<br />
Climate zones around the world<br />
Polar and subpolar zone<br />
Temperate zone<br />
Subtropical zone<br />
Tropical zone<br />
long trousers<br />
and 3 4 top<br />
•<br />
Review sample<br />
shorts and<br />
vest top<br />
•<br />
snow<br />
outfit<br />
•<br />
Polar and subpolar zone:<br />
The temperature is very<br />
cold with freezing winds,<br />
and it is covered in ice<br />
caps and snow for most<br />
of the year.<br />
Temperate zone:<br />
The weather here is not<br />
extreme, it is neither very<br />
hot nor freezing. There is a<br />
moderate amount of rain.<br />
Subtropical zone:<br />
The weather here has<br />
warm to hot summers<br />
and cool to mild winters.<br />
Tropical zone:<br />
Countries in this zone are<br />
closest to the equator.<br />
They have very hot<br />
weather all year round.<br />
T-shirt and<br />
shorts<br />
•<br />
•<br />
Tiffany<br />
(Central Africa)<br />
•<br />
Neil<br />
(Australia)<br />
•<br />
Arpad<br />
(England)<br />
•<br />
Cara<br />
(Canada)<br />
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Game show<br />
English<br />
sort: to put things into groups<br />
There are three groups of prizes at a game show. Look at the six prizes. Sort them into three<br />
groups below. Label the groups.<br />
France<br />
fountain pen<br />
trip to France<br />
money<br />
food for a year trip to a museum<br />
compass<br />
Review sample<br />
Groups<br />
1. Group 1: 2. Group 2: 3. Group 3:<br />
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Sprint to success<br />
justify: to give a good reason for something<br />
English/History<br />
Read the text. Cross out sentences that do not belong, then write to justify why they do<br />
not belong.<br />
Cathy Freeman was an amazing athlete who proudly represented<br />
Australia and indigenous people. She went to school in Toowoomba.<br />
Her journey to success began at the age of 17 when she won a gold<br />
medal at the 1990 Commonwealth Games. In 1992,<br />
she competed in the Olympic Games and although<br />
she didn’t win a medal, she was gaining attention<br />
as the first Aboriginal person to compete in<br />
the Olympic Games and raising the profile of<br />
indigenous people. In the 1994 Commonwealth<br />
Games she won gold again, in the 400 m and<br />
200 m, and silver in the relay. In 1995, Cathy<br />
was ranked number 2 in the world for 400 m.<br />
In the 1996 Olympic Games, she won silver<br />
in the 400 m. Cathy got married in 1999. The<br />
pressure was on for the 2000 Olympics held<br />
in Sydney, but Cathy won gold in the 400 m<br />
wearing her legendary bodysuit. She proudly<br />
did a victory lap carrying the Australian flag and the Aboriginal flag.<br />
Cathy nursed her husband through illness in 2001. Although Cathy<br />
retired in 2003, her legend lives on.<br />
Justify why the sentences you crossed out do not belong.<br />
Review sample<br />
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Dinosaurs and hieroglyphs<br />
English/History<br />
sequence: to put things in the <strong>order</strong> they happen<br />
Read the story. Its paragraphs are mixed up. Sequence them to make the story clear and<br />
write the number of each paragraph on the line.<br />
Field trip<br />
After seeing the dinosaurs, the class moved to<br />
the ancient Egypt exhibit. Hazel didn’t think much of it until<br />
she saw the mummy of a cat.<br />
The day of the class trip came. As soon as<br />
Hazel saw the life-size model of a T-rex, she was in<br />
heaven! Then there was the huge triceratops skull and<br />
the oviraptor egg!<br />
Hazel loved dinosaurs. She had dinosaur<br />
T-shirts, a dinosaur backpack, and even dinosaur sheets!<br />
That’s why she was excited to go to the Natural History<br />
Museum with her class.<br />
Before the class left the museum, they visited<br />
the museum shop. In addition to a dinosaur T-shirt, Hazel<br />
bought a pair of socks with hieroglyphs on them.<br />
Review sample<br />
Hazel was surprised that ancient Egyptians took<br />
the time and care to wrap up a cat, mummify it, and place<br />
it in a tomb. This made her more curious about ancient<br />
Egyptian culture.<br />
She decided to explore the exhibit. She quickly<br />
discovered she loved the picture writing, or hieroglyphs.<br />
She was drawn to the images of cats, snakes, owls, and<br />
other items she recognised in the ‘letters’.<br />
Prim-Ed Publishing www.prim-ed.com 978-1-84654-988-5 HIGHER-ORDER THINKING SKILLS – BOOK 3 67
Maths machines<br />
determine: to work out using facts or what you observe<br />
Mathematics<br />
These maths machines multiply and divide when you put in a number. Then a number pops<br />
out showing the result. Look at the number that came out of the machine in this example,<br />
then complete the items below.<br />
9 ÷ 3 x 4 12<br />
1. Determine what happened to the number that was put into the machine.<br />
6 x 4 ÷ 3 8<br />
2. Determine which number was put into the machine.<br />
18<br />
÷ 2 x 5 45<br />
Review sample<br />
3. Make your own maths machine that multiplies and divides.<br />
Then put in a number to show how your machine works.<br />
68<br />
HIGHER-ORDER THINKING SKILLS – BOOK 3<br />
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My life as a turtle<br />
Science<br />
evaluate: to judge carefully<br />
Pretend you have a shell like a turtle. Evaluate what life<br />
would be like with a shell and answer the questions.<br />
1. What is a problem you might have with a shell?<br />
2. When would it be a good thing to have a shell?<br />
3. What would be most different thing about having a shell?<br />
4. Would you want to have a shell like a turtle? yes no<br />
Explain why or why not.<br />
Review sample<br />
5. Some kinds of turtles live on land. Others live in<br />
the sea. Which kind of turtle would you like to be? land sea<br />
Why?<br />
Prim-Ed Publishing www.prim-ed.com 978-1-84654-988-5 HIGHER-ORDER THINKING SKILLS – BOOK 3 69
Traffic zone<br />
brainstorm: to think of ways to solve a problem or gather ideas<br />
Citizenship<br />
Read the text and look at the map.<br />
The place where Boat Drive and Pine Street meet in front of the school<br />
is very dangerous. There were three accidents there in the last month. The<br />
community wants ideas to make this area safer.<br />
Brainstorm three ways to improve safety in front of the school.<br />
1.<br />
Boat Drive<br />
School<br />
Pine Street<br />
Review sample<br />
Pine Street<br />
Maple Street<br />
Boat Drive<br />
2.<br />
3.<br />
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Read all about it!<br />
English/<br />
Science<br />
compose: to write creatively<br />
An acrostic poem shows a topic word written down the page. Each letter of the word begins<br />
a phrase about the topic.<br />
Here is an example on the topic of the SEA.<br />
Shore on one side<br />
Endless waves<br />
Animals hidden below<br />
Read the newspaper article about an oil spill in the ocean. Compose an acrostic poem about<br />
the topic OIL.<br />
Trouble in the Pacific<br />
The Velman Oil tanker has sprung a leak! Oil is<br />
not safe for wildlife in the ocean. The raw oil will<br />
likely harm seabirds and sea otters. It gets caught<br />
in their feathers and fur. The birds can’t fly, and the<br />
sea otters can’t stay warm. Eating oil can kill them.<br />
Animals that are on shore and just off the shore<br />
are also at risk. Rescue crews are clearing oil from<br />
the surface of the water. They are cleaning the animals. Do not try to help<br />
without proper training. We do not want to harm the animals.<br />
Review sample<br />
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If I could talk to the animals!<br />
interview: to ask someone questions about his or her life<br />
English<br />
Pretend you could talk to your favourite animal. Choose an animal to interview. It could be<br />
a pet, an animal you see at the zoo, or any other animal.<br />
1. I will interview:<br />
Interview the animal to learn more about it. Write four questions.<br />
2.<br />
3.<br />
4.<br />
5.<br />
Now pretend you are the animal and answer two of the questions.<br />
6.<br />
Review sample<br />
7.<br />
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Building shapes<br />
Mathematics<br />
visualise: to imagine how something will look<br />
Look at the shapes, then look at the figure in the box. Visualise how to put the shapes<br />
together to build the figure in the box. Circle each shape needed and write how many<br />
of that shape are needed. Draw the shapes on the figure.<br />
1.<br />
Visualise another figure you could make using these shapes.<br />
Use at least three different shapes. Draw the figure and draw<br />
the shapes inside it.<br />
2.<br />
Review sample<br />
Prim-Ed Publishing www.prim-ed.com 978-1-84654-988-5 HIGHER-ORDER THINKING SKILLS – BOOK 3 73
Animal sightings<br />
group: to put things with the same features together<br />
Science<br />
Mrs Haddad took her class on a field trip to the Pine Country Wildlife Centre.<br />
The class saw many animals. Mrs Haddad divided her class in half. Each half will do a<br />
presentation on one group of animals they saw.<br />
Write two ways to group the animals they saw. All animals must appear in one group or the<br />
other. List each animal in the group.<br />
1. First way:<br />
Group 1: Group 2:<br />
owl<br />
bat<br />
kookaburra<br />
dingo<br />
possum<br />
tortoise<br />
Review sample<br />
2. Second way:<br />
Group 1: Group 2:<br />
dingo<br />
bat<br />
possum<br />
owl<br />
kookaburra<br />
tortoise<br />
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Which continent?<br />
Geography<br />
inquire: to ask for information<br />
Tia is thinking of a continent. She gives one clue: It is surrounded by water on almost<br />
all sides.<br />
Arctic Ocean<br />
Arctic Ocean<br />
Inquire to get more information from Tia.<br />
Ask four questions that can be answered yes or no.<br />
1.<br />
Pacific Ocean<br />
North<br />
America<br />
South<br />
America<br />
Atlantic Ocean<br />
Europe<br />
Africa<br />
Southern Ocean<br />
Antarctica<br />
Asia<br />
Indian<br />
Ocean<br />
Review sample<br />
Australia<br />
2.<br />
3.<br />
4.<br />
Prim-Ed Publishing www.prim-ed.com 978-1-84654-988-5 HIGHER-ORDER THINKING SKILLS – BOOK 3 75
Quadrilateral quilt<br />
design: to plan how something will look<br />
Mathematics/<br />
Design and Technology<br />
Pretend you are entering a quilt-making contest for children.<br />
You will sew four large squares together to make the quilt.<br />
Each quilt square will have a design made up only of<br />
quadrilaterals. Each quilt square must have at least two<br />
kinds of quadrilaterals. Design a quilt showing some<br />
possible ideas, one in each square.<br />
1.<br />
Review sample<br />
2. List the different quadrilaterals you used in your designs.<br />
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Friendship<br />
Health and<br />
Physical Education/<br />
English<br />
brainstorm: to think of ways to solve a problem or gather ideas<br />
Pretend that you are writing a story that shows the true meaning of<br />
friendship. Brainstorm ideas for your story by completing the items.<br />
1. What are some examples of true friendship that you have seen?<br />
2. Use examples from above to brainstorm ideas for characters and setting.<br />
3. Use examples from above for ideas about what will happen in your story.<br />
Brainstorm ideas for the plot.<br />
Review sample<br />
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Race for the robot<br />
organise: to arrange and <strong>order</strong> information to make it useful<br />
Mathematics<br />
Read the text.<br />
Tony and Hyo live in the USA. They each want to save $45.00<br />
to buy the Mega-Wow Wonder Robot. They’re racing to see<br />
who will get the robot first. Tony saves $7.25 every week.<br />
Hyo saves $6.50 the first week. Each week after that,<br />
he will save 50 cents more than the week before.<br />
Organise your work to show how much money Tony and Hyo<br />
will save each week. Show the information in a list or on a<br />
chart. Use your list or chart to answer the questions.<br />
1. Show how much each boy has saved each week.<br />
Review sample<br />
$45.00<br />
2. Who will save $45.00 first?<br />
How many weeks will it take?<br />
3. How long will it take the other boy to reach his goal?<br />
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Unique animals<br />
Science<br />
examine: to look at closely<br />
Examine the animals and answer the questions.<br />
1. 2.<br />
What features make a giraffe<br />
different from other animals?<br />
Which feature helps it eat?<br />
3. 4.<br />
What features make a peacock<br />
different from other animals?<br />
Which feature helps it find a mate?<br />
Review sample<br />
What features make a skunk<br />
different from other animals?<br />
What features make a tree frog<br />
different from other animals?<br />
Which feature keeps enemies away?<br />
Which feature helps it climb?<br />
Prim-Ed Publishing www.prim-ed.com 978-1-84654-988-5 HIGHER-ORDER THINKING SKILLS – BOOK 3 79
It takes all kinds<br />
give an example: to show one thing in a group<br />
Citizenship<br />
Citizens work together in a community. Each adult does something he or she is good at that<br />
helps the community. Look at the categories of jobs and write two jobs that give an example<br />
of each category. One has been started for you.<br />
Laws and safety<br />
1. police<br />
2.<br />
11.<br />
3.<br />
12.<br />
4.<br />
Foods and goods<br />
Knowledge<br />
Leaders<br />
Arts<br />
9. 5.<br />
Review sample<br />
10. 6.<br />
7.<br />
8.<br />
Services<br />
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Field trip notes<br />
Science/<br />
English<br />
sort: to put things into groups<br />
Tiki is writing about a field trip her class took to a science museum. She wrote notes on a<br />
card for each thing she saw. She will write a paragraph about each area of the museum. Look<br />
at the note cards to work out the areas of the museum, then draw lines to sort the cards.<br />
1.<br />
2.<br />
3.<br />
area:<br />
sample<br />
Review<br />
area:<br />
area:<br />
peacock<br />
gravity<br />
flood<br />
motion<br />
wind<br />
elephant<br />
friction<br />
storm<br />
koala<br />
electricity<br />
armadillo<br />
Prim-Ed Publishing www.prim-ed.com 978-1-84654-988-5 HIGHER-ORDER THINKING SKILLS – BOOK 3 81
Riddle me this<br />
solve: to find a solution to a problem<br />
English<br />
First work out the secret code. Here is a sentence written in the code.<br />
in words: I am eight years old.<br />
in code: 9 1 13 5 9 7 8 20 25 5 1 18 19 15 12 4.<br />
1. What is the secret to the code?<br />
Now use the same code to decode the answers to solve the riddles.<br />
2. Riddle: What belongs to you but is used more by others?<br />
25 15 21 18 14 1 13 5<br />
3. Riddle: What does everyone have but can never lose?<br />
Review sample<br />
1 19 8 1 4 15 23<br />
Use the code to write a secret message of your own.<br />
4. message:<br />
in code:<br />
82<br />
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Pet match<br />
Mathematics<br />
determine: to work out using facts or what you observe<br />
Blake, Micah, Sophie and Tracy each have different pets. Read the clues and match each<br />
pet on the chart with the correct child. Mark the boxes to help you. Use X to show which<br />
pets a child could not have and a to show which pet he/she could have. Determine each<br />
child’s pets by drawing or listing them at the bottom of the page.<br />
Blake’s pet has four legs and barks.<br />
Micah’s pet has legs.<br />
Sophie’s pet is the best swimmer.<br />
Tracy’s pet has eight legs and spins webs.<br />
spider dog goldfish rat<br />
Blake<br />
Micah<br />
Sophie<br />
Tracy<br />
2. Blake’s pet Micah’s pet<br />
Review sample<br />
Sophie’s pet<br />
Tracy’s pet<br />
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Mystery object<br />
Science/English<br />
formulate: to produce by thinking carefully<br />
Hamid found a mystery object! He keeps it in a locked box and<br />
won’t show it to anyone. He will only answer questions about it.<br />
Formulate six questions that Lara could ask to work out<br />
what it is. Think about questions that use your senses.<br />
1.<br />
2.<br />
3.<br />
4.<br />
5.<br />
6.<br />
Now Lara has a mystery object. Hamid asked some questions about Lara’s mystery<br />
object. Read Hamid’s questions and Lara’s answers. Formulate three more questions that<br />
Hamid could ask.<br />
Hamid: Is the object a kind of toy?<br />
Hamid: Does it take up the whole box?<br />
Hamid: What is it made of?<br />
7.<br />
Lara: Yes.<br />
Lara: No.<br />
Lara: Wood.<br />
Review sample<br />
8.<br />
9.<br />
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Neighbourhoods to states<br />
Geography<br />
compare: to look for things that are the same or different<br />
Compare the maps and answer the questions.<br />
Villa Street<br />
Chocolate Avenue<br />
Prairie Street<br />
What is the same?<br />
1.<br />
2.<br />
What is different?<br />
Review sample<br />
3.<br />
4.<br />
Prim-Ed Publishing www.prim-ed.com 978-1-84654-988-5 HIGHER-ORDER THINKING SKILLS – BOOK 3 85
Pictures to poem<br />
compose: to write creatively<br />
English<br />
Look at the pictures and use some or all of them to compose a song or poem.<br />
Circle the pictures you use.<br />
<br />
Review sample<br />
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What is it?<br />
English<br />
infer: to work out using observation and what you know<br />
Use clues in the sentence to infer what the made-up underlined<br />
word means, then draw a line to match the sentence to a picture.<br />
1. Don’t drop the carton of oxgefs!<br />
They will break!<br />
2. I need another ruztgewt on<br />
my bed because I’m cold.<br />
3. They picked a bucketful of juicy<br />
nulkervs at the farm!<br />
4. That pizt is the only warm thing<br />
Aly wore in the snow.<br />
5. Sam was up late reading his<br />
new yedirk last night.<br />
Review sample<br />
6. Jada’s grandmother gave her<br />
a lovely gold aklife that she<br />
had worn as a child.<br />
7. The Chens were surprised to<br />
see a blurfesh in their garden.<br />
Prim-Ed Publishing www.prim-ed.com 978-1-84654-988-5 HIGHER-ORDER THINKING SKILLS – BOOK 3 87
Fraction flowers<br />
create: to make something new<br />
Mathematics<br />
Colour the flower petals to match the fractions.<br />
1. 1 2 blue<br />
2. 1 3 purple<br />
1<br />
2 orange 2<br />
3 yellow<br />
3. 1 3 orange<br />
4. 1 6 blue<br />
2<br />
3 red 2<br />
6 purple<br />
3<br />
6 red<br />
Create two more fraction flowers. Write the fractions that describe how much of the flower<br />
each colour makes up.<br />
Review sample<br />
5. 6.<br />
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Melting over time<br />
Science<br />
determine: to work out using facts or what you observe<br />
Marie placed two thermometers—one inside, one outside.<br />
She wanted to know where it would be warmer. Read the<br />
information in the table and examine the thermometers.<br />
Determine how the temperature will affect the substances.<br />
Melting facts<br />
Substance Melting point ( o C)<br />
Ice 0<br />
Chocolate 30<br />
Butter 32<br />
Ice cream 0.5<br />
Cheese 65<br />
Crayon 49<br />
1. Describe the temperatures on the thermometers.<br />
Marie’s thermometers<br />
Inside temperature<br />
2. Which items will melt if Marie leaves them outdoors? How do you know?<br />
F<br />
120<br />
100<br />
C<br />
50<br />
40<br />
30<br />
20<br />
10<br />
0<br />
-10<br />
-20<br />
Review sample<br />
80<br />
60<br />
40<br />
20<br />
0<br />
Outside temperature<br />
F<br />
120<br />
100<br />
80<br />
60<br />
40<br />
20<br />
0<br />
C<br />
50<br />
40<br />
30<br />
20<br />
10<br />
0<br />
-10<br />
-20<br />
3. Which items will melt if Marie leaves them indoors? How do you know?<br />
Prim-Ed Publishing www.prim-ed.com 978-1-84654-988-5 HIGHER-ORDER THINKING SKILLS – BOOK 3 89
Earth Club<br />
persuade: to make someone want to do something<br />
Citizenship<br />
The Earth Club will vote for its next project. They will choose from three activities.<br />
plant trees pick up rubbish make bird feeders<br />
1. Which project would you vote for?<br />
Write three sentences to persuade others to vote for the same project.<br />
2.<br />
3.<br />
4.<br />
Review sample<br />
Ms Yoneda, the teacher in charge of the Earth Club, says that the club doesn’t have<br />
enough money to do the project you want. How would you respond?<br />
5.<br />
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Pirate McGrab<br />
Mathematics<br />
experiment: to try doing things to see what works<br />
Pirate McGrab is planning to bury eight sacks of gold on a deserted island. He wants to bury<br />
the gold in eight different places. To make it harder for someone else to find all his treasure,<br />
no more than two sacks can lie on the same line in any horizontal, vertical or diagonal row.<br />
For instance, you can’t bury them like these examples:<br />
W<br />
N<br />
S<br />
E<br />
X X X<br />
Experiment with different places on the map. Draw eight Xs on the map to show where the<br />
gold could be buried.<br />
No<br />
No<br />
Review sample<br />
X<br />
X<br />
X<br />
X<br />
No<br />
X<br />
X<br />
N<br />
W<br />
E<br />
S<br />
Prim-Ed Publishing www.prim-ed.com 978-1-84654-988-5 HIGHER-ORDER THINKING SKILLS – BOOK 3 91
Party menu<br />
rank: to put in <strong>order</strong> by value<br />
English<br />
Pretend your class is going to have a party. Look at the food choices and think about which<br />
foods would be best to serve. Rank the food choices from 1 to 6.<br />
1.<br />
hamburgers<br />
pizzas<br />
spaghetti<br />
Explain why you chose some of your choices.<br />
2. first choice:<br />
3. second choice:<br />
Class party food choices<br />
tacos<br />
salads<br />
fried chicken<br />
Review sample<br />
4. third choice:<br />
5. last choice:<br />
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Dino bones<br />
Logic<br />
assemble: to put parts together<br />
Look at the puzzle picture and the five pieces. Think about where each piece belongs to<br />
assemble the puzzle and write the letter of the piece in the space where it belongs.<br />
1.<br />
A B C D E<br />
Review sample<br />
2. How did you decide where piece A goes?<br />
Prim-Ed Publishing www.prim-ed.com 978-1-84654-988-5 HIGHER-ORDER THINKING SKILLS – BOOK 3 93
Turning up the heat<br />
theorise: to have an idea why or how something happens<br />
Science<br />
Pedro noticed that the temperature of water he used was different.<br />
Look at the data he collected and theorise the reasons water changes<br />
temperature to answer the questions.<br />
Water temperature of 1 cup of water<br />
drinking water from the refrigerator 6 °C<br />
water in dog’s water bowl 20 °C<br />
water from shower 40 °C<br />
1. Why do you think the temperatures are different?<br />
2. If Pedro wanted to have a cup of water that is 30 °C, how could he get it<br />
using the cups of water in the table?<br />
3. What is another way he could get a cup of 30 °C water?<br />
Review sample<br />
4. If he mixed the water from the refrigerator and the shower together, how hot do<br />
you think it would be?<br />
100 º C<br />
90 º C<br />
80 º C<br />
70 º C<br />
60 º C<br />
50 º C<br />
40 º C<br />
30 º C<br />
20 º C<br />
10 º C<br />
0 º C<br />
Explain your answer.<br />
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What’s wrong with this map?<br />
Geography<br />
examine: to look at closely<br />
Examine all parts of the map of the Australian state of Canberra below. Examine the<br />
symbols in the map key, then circle anything that doesn’t make sense on the map.<br />
Review sample<br />
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Land and water haikus<br />
revise: to improve something by changing it<br />
English/<br />
Geography<br />
Read this poem, called a haiku. Haikus are usually written about nature.<br />
A haiku has three lines, with each line a certain length.<br />
Mountains rise so high<br />
I wonder if they’re lonely<br />
(5 syllables)<br />
(7 syllables)<br />
Say hi to the sun<br />
(5 syllables)<br />
Now read these three poems about land and water features.<br />
Circle the haiku, then revise the others to make them haikus.<br />
1. Icebergs are very slow<br />
They don’t rush very much<br />
They’re like inchworms, but ice<br />
2. Streams chatter softly<br />
Raindrops landed in one place<br />
Flowing with their friends<br />
Review sample<br />
3. They make echoes inside<br />
What secrets are hidden in there?<br />
Caves are dark and scary<br />
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Life in space<br />
English<br />
imagine: to see an idea or picture in your mind<br />
Imagine that you live in space in a spaceship.<br />
What would your life be like? Think about what<br />
you would eat and how you would sleep, what<br />
you would see and how you would spend your days.<br />
Write a paragraph about your life in space.<br />
Review sample<br />
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Outer space visitor<br />
summarise: to tell important information in a few words<br />
Mathematics<br />
Pretend a friendly alien made a surprise visit to your mathematics class. Your teacher has<br />
just finished a lesson on fractions. The alien has never heard of fractions before, but he<br />
wants to learn. What would you tell him?<br />
Use words or pictures to summarise four important things you know about fractions.<br />
1.<br />
2.<br />
3.<br />
Review sample<br />
4.<br />
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Zoo jobs<br />
Design and<br />
Technology<br />
decide: to choose after thinking<br />
The Sky City Zoo uses different materials for different jobs around the zoo.<br />
Here are four zoo jobs. Decide the best materials and tools for the job.<br />
Job 1<br />
Job 2<br />
provide protection for the fruit trees from sunburn<br />
Job 3<br />
a small boat is needed to get to the penguins<br />
provide a sleeping environment for an elephant<br />
Job 4<br />
a feeding container is needed to<br />
lower into the pond for the otters<br />
Review sample<br />
1. Job 1 material: kind of tools needed:<br />
2. Job 2 material: kind of tools needed:<br />
3. Job 3 material: kind of tools needed:<br />
4. Job 4 material: kind of tools needed:<br />
5. What is a zoo job that would require the use of glass?<br />
Prim-Ed Publishing www.prim-ed.com 978-1-84654-988-5 HIGHER-ORDER THINKING SKILLS – BOOK 3 99
Say it with symbols<br />
create: to make something new<br />
Geography<br />
Look at the outline of New Zealand, then complete the item.<br />
You have learned these facts about New Zealand’s geography:<br />
There are mountains all along the west coast of the South Island, with<br />
farmland on the coast.<br />
Lake Taupo is in the centre of the North Island.<br />
The Taupo Volcanic Zone is north of Lake Taupo and runs in a straight<br />
line above the lake to the coast.<br />
Create a map key. Draw a symbol for each land and water feature. Draw the symbols on the<br />
map to show where the features are.<br />
NEW ZEALAND<br />
Review sample<br />
Map Key<br />
lake<br />
farmland<br />
volcanic zone<br />
mountains<br />
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Rules of the game<br />
Mathematics<br />
infer: to work out using observation and what you know<br />
Two people are playing a card game. Look at each player’s cards and infer the rules of the<br />
game to answer the questions.<br />
Each player starts with five cards.<br />
Player 1 Player 2<br />
Player 1 throws away and picks up .<br />
Player 2 throws away and picks up .<br />
Player 1 puts down<br />
and gets 30 points.<br />
Player 2 puts down<br />
and gets 15 points.<br />
All the used cards are put in a pile, and each player gets five new cards.<br />
1. How is the game played?<br />
Review sample<br />
2. How is the game scored?<br />
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Prove it!<br />
prove: to show that something is true or false<br />
English<br />
Think about the statement and decide whether or not it is always true. Write T for true or F for<br />
false next to it. If the statement is false, write an example to prove that the statement is false.<br />
1. People who can’t read maps always get lost.<br />
2. All teachers are women.<br />
3. People need water to live.<br />
4. Everyone prefers texting to calling.<br />
5. Earth never stops turning.<br />
Review sample<br />
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Dinosaur fun<br />
Mathematics<br />
prioritise: to work out what is most important<br />
Your family is at a dinosaur park. The park closes at 5.00 p.m.<br />
It is 3.15 p.m. You still want to do the following:<br />
Ride-a-Dino<br />
Ride on top of a life-size dinosaur.<br />
Time it will take:<br />
15 minutes<br />
Dino Dig<br />
Dig in a pit to find dinosaur fossils.<br />
Dinosaur Valley<br />
Take a tour of a dinosaur-filled valley.<br />
3-D Dinos<br />
Meet dinosaurs in an interactive film.<br />
T-Rex T-shirts<br />
Paint your own dinosaur T-shirt.<br />
Dino Safari<br />
Take a boat ride and look for dinosaurs.<br />
25 minutes<br />
35 minutes<br />
10 minutes<br />
30 minutes<br />
20 minutes<br />
Make a schedule that lets you do as many activities as possible. Prioritise the activities from<br />
most to least important and include the start and finish times for each activity.<br />
Activity Start time Finish time<br />
Review sample<br />
Prim-Ed Publishing www.prim-ed.com 978-1-84654-988-5 HIGHER-ORDER THINKING SKILLS – BOOK 3 103
Stay safe<br />
examine: to look at closely<br />
Science<br />
Examine the picture. Look for something dangerous that is about to happen. Circle the<br />
dangerous part and explain what could happen. Then write a way to prevent the problem.<br />
1. 2.<br />
3. 4.<br />
Review sample<br />
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Star power!<br />
History<br />
interview: to ask someone questions about his or her life<br />
Read the text.<br />
Samantha Kerr is a young Australian woman that<br />
had a dream. When she was young, she wanted<br />
to play football professionally, so she followed<br />
her dreams. By the time she was 15, she was<br />
representing Australia.<br />
A decade on, and she is one of the best female<br />
football players in the world, as well as the winner<br />
of Young Australian of the Year in 2018. She has<br />
played football in Australia and also in the USA’s<br />
National Women’s Soccer League. She is the alltime<br />
leading goal scorer in the USA. She loves to<br />
celebrate every goal with a trademark backflip!<br />
Write five questions you could ask to interview Samantha Kerr.<br />
1.<br />
2.<br />
3.<br />
Review sample<br />
4.<br />
5.<br />
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On the go!<br />
<strong>order</strong>: to list things in a certain way<br />
Mathematics/<br />
Geography<br />
Pretend you play secondary school basketball in Tokyo, Japan. You travel to different<br />
cities to play other teams. Look at the map to see the cities you will go to.<br />
Review sample<br />
Order the cities from the closest to the farthest away.<br />
1.<br />
2.<br />
3.<br />
4.<br />
5.<br />
6.<br />
7.<br />
8.<br />
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Where should we play?<br />
English<br />
support: to explain a choice<br />
Pretend you can choose between indoor break and outdoor break.<br />
Write what is good and bad about each kind of break.<br />
1. Indoor break is good because<br />
Indoor break is bad because<br />
2. Outdoor break is good because<br />
Outdoor break is bad because<br />
3. Circle the kind of break you choose and support your choice.<br />
Review sample<br />
Prim-Ed Publishing www.prim-ed.com 978-1-84654-988-5 HIGHER-ORDER THINKING SKILLS – BOOK 3 107
Wrapping with ribbon<br />
assess: to work out whether something is correct<br />
Mathematics<br />
Megan wrapped three boxes of chocolates that were all the same size.<br />
Megan is working out how much ribbon she will need. Read the problems.<br />
1. Megan wrapped one box with ribbon.<br />
The bow needed 10 cms of ribbon.<br />
How much ribbon did she use in all?<br />
6 cm<br />
12 cm<br />
2 cm<br />
Megan used<br />
2. Megan stacked two boxes and<br />
wrapped them together. She said,<br />
‘I’ll need twice as much ribbon since<br />
I have two boxes instead of one’.<br />
Work space<br />
cm of ribbon.<br />
Review sample<br />
Assess Megan’s thinking. Do you agree with her? yes no<br />
Explain your answer.<br />
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Pollination station<br />
Science<br />
infer: to work out using observation and what you know<br />
Plants need a little help when it comes to making more plants. They need to get pollen from<br />
other plants. Animals that help move pollen are called pollinators.<br />
Read the table that shows which animal pollinators are good at pollinating certain plants.<br />
Infer to answer the questions.<br />
ant bee fruit bat hummingbird<br />
low-growing plants<br />
bright-coloured and<br />
sweet-smelling plants<br />
fruit trees and night<br />
blooms<br />
1. Why are ants good pollinators for low-growing plants?<br />
Review sample<br />
flowers shaped like<br />
bells or tubes<br />
2. Why are hummingbirds good pollinators for bell-shaped flowers?<br />
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How do they live?<br />
hypothesise: to make a good guess based on reasons<br />
Geography<br />
Read the text, then examine the picture closely.<br />
The Papuan people live in tropical Papua New Guinea.<br />
PAPUA<br />
NEW<br />
GUINEA<br />
Review sample<br />
Hypothesise how you think the Papuan people live. Explain your thoughts.<br />
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Triangle thoughts<br />
Mathematics/<br />
English<br />
compose: to write creatively<br />
Think about what triangles are like. Write two sentences about triangles that are true<br />
all the time.<br />
1.<br />
2.<br />
Write one sentence about triangles that is true only some of the time.<br />
3.<br />
Compose a shape poem about triangles. Follow the outline below.<br />
You can use ideas from the sentences you wrote above.<br />
It does not need to rhyme.<br />
1st line<br />
2nd line<br />
3rd line<br />
Title<br />
Describe what<br />
a triangle is like.<br />
Review sample<br />
Name one or more<br />
objects that are shaped<br />
like a triangle.<br />
4th line<br />
Write something else<br />
about triangles.<br />
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Compare poems<br />
compare: to look for things that are the same or different<br />
English<br />
Read both of the poems below. Think about the topics, the number of lines, the number of<br />
syllables and the rhyming.<br />
Poem 1:<br />
Waving in the wind<br />
One single leaf still remains<br />
A breeze and it’s gone.<br />
Poem 2:<br />
I see it poking through the ground<br />
A small, green shoot upon a mound<br />
Soon it will be upward bound!<br />
Use the Venn diagram to compare how the poems are the same and different.<br />
Venn diagram<br />
poem 1 poem 2<br />
both<br />
Review sample<br />
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An area of their own<br />
Mathematics/<br />
Design and Technology<br />
arrange: to put in place to meet a goal<br />
Two children were each given 22 bricks to make their own area in the garden. Look at the<br />
area each child made, then answer the questions.<br />
1. Jake arranged his bricks like this:<br />
What could Jake do inside this area?<br />
2. Zaha arranged her bricks like this:<br />
3. Draw how you would arrange your<br />
22 bricks. What would you do<br />
inside that area?<br />
Review sample<br />
What could Zaha do inside this area?<br />
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It’s just a phase<br />
analyse: to look at closely for patterns and relationships<br />
Science/<br />
Mathematics<br />
Read the text.<br />
Aisha learned that the moon travels around Earth. Each trip takes about a<br />
month, so the part of the moon that we see changes every night, then the<br />
pattern repeats the next month.<br />
Aisha observed the moon’s phases every few days for one month.<br />
She made drawings of the moon’s shape, but her dog ate three of the<br />
drawings! Aisha put the rest of the drawings in <strong>order</strong>.<br />
Analyse the drawings. Follow the pattern to draw the missing three pages.<br />
May 2 May 5 May 9 May 11 May 14<br />
Review sample<br />
May 17 May 20 May 23 May 26 May 29<br />
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Map grid<br />
Mathematics/<br />
Geography<br />
deduce: to use facts to work something out<br />
Look at the map of New South Wales, in Australia, then complete the items.<br />
This map is on a grid. A grid helps you find places on a map. A grid’s<br />
lines form squares. Each square has a code name, but the code<br />
names are missing from this map.<br />
Read these clues and look for a pattern.<br />
Deduce the code names for each square.<br />
Bourke is in 2A.<br />
1C has Mildura and Mungo National Park.<br />
Merimbula is in 3D. The south end of the Namoi River is in 4B.<br />
1. Label each square<br />
of the map.<br />
2. Griffith is in 2C.<br />
Write it on the map.<br />
3. In which square is<br />
New South Wales’s<br />
capital?<br />
A<br />
B<br />
Broken Hill<br />
1 2 3 4<br />
Tibooburra<br />
Mungo National Park<br />
NEW SOUTH WALES<br />
Bourke<br />
Darling River<br />
Macquarie<br />
Walgett<br />
River<br />
Boggabilla<br />
Yetman<br />
Moree<br />
Inverell<br />
N amoi<br />
Narrabri<br />
Review sample<br />
Lachlan<br />
River<br />
Dubbo<br />
Orange<br />
River<br />
Tamworth<br />
Taree<br />
Casino<br />
Grafton<br />
Coffs Harbour<br />
Port Macquarie<br />
Newcastle<br />
Byron<br />
Bay<br />
Map Key<br />
capital<br />
city<br />
C<br />
D<br />
Mildura<br />
W<br />
N<br />
E<br />
Murrumbidgee River<br />
Albury<br />
Wagga<br />
Wagga<br />
Canberra<br />
Batemans<br />
Bay<br />
Narooma<br />
Merimbula<br />
Wollongong<br />
Nowra<br />
Sydney<br />
AUSTRALIAN<br />
CAPITAL<br />
TERRITORY<br />
river<br />
S<br />
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Camouflage!<br />
evaluate: to judge carefully<br />
English/<br />
Science<br />
Pretend you have the ability to blend in to your<br />
environment and be camouflaged like a chameleon<br />
or an octopus. Evaluate what life would be like if you<br />
could camouflage yourself, then complete the questions.<br />
1. Think of a place you might want to use camouflage. Describe how<br />
you would look.<br />
2. What is a problem you might have if you were always camouflaged?<br />
3. What would be good about being camouflaged?<br />
Review sample<br />
4. What would be most different about being camouflaged?<br />
5. Would you want the ability to camouflage yourself? yes no<br />
Explain why or why not.<br />
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What does it mean?<br />
English<br />
infer: to work out using observation and what you know<br />
Pretend you are a detective. Find clues that will help you<br />
infer the meaning of the bold words in the article below.<br />
Underline each clue, then draw an arrow to the word that<br />
the clue helps you understand. One has been done for you.<br />
1.<br />
New tiger cubs at the zoo<br />
The new tiger cubs at the zoo will amaze you. You won’t believe how<br />
cute they are. It will amuse you to watch them play. They really made<br />
me laugh and smile. They were very lively as they chased each<br />
other’s tails and jumped on their mother. Go and see them! You won’t be<br />
disappointed! I know you will love them!<br />
Now use the clues to infer the meaning of each word.<br />
Draw a line from each word to its meaning.<br />
2. amaze • • full of energy<br />
3. amuse • • sad or let down<br />
4. lively • • to surprise<br />
5. disappointed • • to entertain<br />
?<br />
Review sample<br />
!<br />
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Gabby’s garden<br />
compare: to look for things that are the same or different<br />
Mathematics<br />
Gabby planted tomatoes, carrots and beans.<br />
Here is a map of her garden. The shaded areas<br />
show where Gabby planted her vegetables.<br />
Look at the map and complete the items.<br />
tomatoes<br />
beans<br />
1. Compare the shaded areas. Which kind of vegetable takes up the most<br />
space in the garden?<br />
carrots<br />
Review sample<br />
Explain how you know.<br />
2. Gabby will plant corn next. Decide where the corn will go and shade the<br />
area. Is the corn’s area greater than, less than, or equal to each of the<br />
other areas?<br />
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Creepy crawlies<br />
Science<br />
classify: to put things into groups that have something in common<br />
Read about caterpillars and worms and look closely at the pictures.<br />
caterpillar<br />
worm<br />
They don’t look like it, but caterpillars<br />
are baby butterflies or moths. They<br />
hatch from eggs and spend their lives<br />
walking on branches or stems, eating<br />
leaves. Then they spin silk threads into<br />
a cocoon. After a long nap, they come<br />
out of the cocoon with wings.<br />
Classify each animal as a caterpillar or a worm.<br />
1. 2.<br />
3. 4.<br />
Worms hatch from eggs. They spend<br />
most of their time oozing across or<br />
under the ground. They eat dirt and<br />
dead plant parts. They grow from short<br />
worms to long worms, and they look<br />
the same their entire lives.<br />
Review sample<br />
5. 6.<br />
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A fair trade<br />
value: to judge what something is worth<br />
Citizenship<br />
Seth and Tom are making a trade. Seth is giving Tom some stickers. Value the<br />
stickers, then draw in the picture below what Tom should give Seth in return.<br />
1.<br />
Seth wants Tom to give him his model airplane. Do you think Tom should do it?<br />
Explain why or why not.<br />
2.<br />
Review sample<br />
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A blustery cluster of words<br />
Science/<br />
English<br />
compose: to write creatively<br />
A concrete (shape) poem is a poem written in the shape<br />
of its topic. For example, this concrete poem about<br />
the sun is written in the shape of the sun. It may<br />
rhyme, but it doesn’t have to.<br />
bright<br />
burning<br />
round<br />
Compose a concrete poem about a storm.<br />
You might use the shape of a raindrop,<br />
a snowman, swirling wind, or anything<br />
else that is in your poem.<br />
glowing<br />
huge<br />
The hot sun shines<br />
day after day. When it’s<br />
out, I get to play. When it<br />
leaves, the day is done.<br />
I have to wait to have<br />
more fun.<br />
constant<br />
Review sample<br />
warm<br />
light<br />
golden<br />
high<br />
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Be an editor!<br />
justify: to give a good reason for something<br />
English<br />
Read the paragraph. Cross out the sentence that does not belong, then write to justify why it<br />
does not belong.<br />
1. Aunt Penny is my favourite aunt. I like her better than my other aunts.<br />
She’s fun to be around and always makes me laugh. Also, she listens<br />
and is kind when I am upset about something.<br />
2. Lionfish are beautiful fish. They have red and white stripes<br />
and spiny fins that flutter in the water. They also have a<br />
deadly sting. Lions can be deadly, but they don’t sting.<br />
Lionfish are taking over parts of the ocean because they<br />
do not have any enemies.<br />
3. Our neighbour, Mr Ben, has an amazing garden. He grows wildflowers<br />
and vegetables such as green beans, carrots, tomatoes and turnips.<br />
He waters the plants and pulls out all the weeds. Mr. Ben has a new cat.<br />
Review sample<br />
4. Our classroom paint set has eight colours, but you can make all the colours<br />
you want. If you mix two colours, you get a new colour. You can make many<br />
more colours. For example, if you mix green and blue, you can make aqua.<br />
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Jaleel’s designs<br />
Mathematics<br />
arrange: to put in place to meet a goal<br />
Read the text and look at the picture.<br />
Jaleel arranged four 1-cm paper<br />
squares to make a design. He<br />
wanted to add a yarn b<strong>order</strong><br />
around the edge.<br />
Jaleel added the lengths of the outer<br />
edges. He worked out that he would<br />
need 16 cm of yarn, but he has<br />
only 14 cm of yarn.<br />
How can Jaleel arrange the four squares so that he has enough yarn for the b<strong>order</strong>? Draw<br />
four different ways to arrange the squares. Write how long each b<strong>order</strong> is.<br />
1. 2.<br />
3. 4.<br />
1 1<br />
1 1 1 1<br />
1 1<br />
1<br />
1<br />
1 1 1 1<br />
1 1<br />
b<strong>order</strong> = 16 cm<br />
Review sample<br />
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On the loose<br />
deduce: to use facts to work something out<br />
Science<br />
Something escaped from the pet shop, but what was it? Was it a reptile, a mammal,<br />
an amphibian, a fish or a bird? Deduce the answer from the following clues.<br />
Clue 1 Clue 2<br />
an empty, cracked<br />
eggshell<br />
claw prints in the sand<br />
around the eggshell<br />
Clue 3 Clue 4<br />
a heat lamp on<br />
above the eggshell<br />
a shed skin with scales<br />
Review sample<br />
1. What type of pet do you think escaped from the shop?<br />
2. Explain your answer.<br />
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Look at my neighbourhood<br />
Geography<br />
create: to make something new<br />
Create a map of the neighbourhood or area where you live. Label buildings, streets and<br />
other places. Create a map key to represent schools, libraries and any other features.<br />
My neighbourhood map<br />
Review sample<br />
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Cake cube puzzler<br />
visualise: to imagine how something will look<br />
Mathematics<br />
Read the text and look at the picture.<br />
Chef Marta baked a cake in the shape of a<br />
cube. She then covered the top and sides<br />
with delicious icing. Chef Marta cut the<br />
cake into 27 equal pieces and put each on<br />
a plate.<br />
Visualise what the pieces looked like on their plates.<br />
How many pieces had icing on 3 sides, 2 sides, 1 side<br />
or none at all?<br />
1. icing on 3 sides: pieces<br />
2. icing on 2 sides: pieces<br />
3. icing on 1 side: pieces<br />
4. no icing: pieces<br />
Work space<br />
Review sample<br />
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Swimming in plastic<br />
English<br />
represent: to show in a drawing or a graph or with a symbol<br />
Read the text, then represent the information.<br />
1. Circle the topic, or what the text is about,<br />
then underline all the details that tell about it.<br />
Have you ever heard about the giant<br />
‘garbage patches’ in the Pacific Ocean? They are collections of<br />
floating litter between North America and Japan. They contain<br />
large objects such as plastic bottles and fishing nets. However,<br />
most of the plastic is tiny pieces that are hard to see. All of this<br />
garbage is harmful to ocean life.<br />
2. Now represent the information that you circled and underlined.<br />
Review sample<br />
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Rainforest hike<br />
generate: to make something<br />
Mathematics<br />
Some tourists were hiking through a rainforest. They were hoping to find the animals<br />
shown below. Suddenly, they spotted some of them!<br />
tarantula<br />
8 legs<br />
beetle<br />
6 legs<br />
tree frog<br />
4 legs<br />
If they saw 12 legs, what animals could they have seen? Generate as many sets<br />
of animals as possible. Also write how many legs each animal in each set has.<br />
One example has been done for you.<br />
1 tarantula, 2 toucans (legs: 8, 2, 2)<br />
Review sample<br />
toucan<br />
2 legs<br />
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What floats your boat?<br />
Science/<br />
Design and Technology<br />
plan: to find a good way to do something<br />
Aqua World is holding a boat race! Children race boats that they made using everyday<br />
objects. To design a boat, you first need to choose the right objects. Plan an experiment to<br />
find out which of the objects below would be best to use for the boat.<br />
wood empty drink bottle cardboard box plastic building<br />
blocks<br />
1. What will your experiment tell you?<br />
2. What result do you predict?<br />
Review sample<br />
3. What will you do to find out if your prediction is correct?<br />
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Old story, new story<br />
infer: to work out using observations and what you know<br />
English/History HASS<br />
Read the sentences. They are from a historical fiction story or a modern fiction story. Infer<br />
which type of story each sentence is from and draw a line.<br />
1. Father fed the horses and hitched<br />
them to the buggy for our big trip<br />
into town.<br />
2. After two hours at the shops, Nandita<br />
was ready for the new school year.<br />
3. I took a peek at what was on the<br />
plate covered in foil in the fridge.<br />
4. ‘We’re starting to lose the sun’,<br />
Mama noted. ‘Would you please<br />
light the candles, Ellen?’<br />
5. As Pablo sped down the street,<br />
he didn’t notice that he went<br />
through a red light.<br />
6. Never before had Yael been so<br />
excited to go to the airport!<br />
historical fiction story<br />
modern fiction story<br />
Review sample<br />
7. ‘I beg your pardon, sir’, spoke the<br />
soldier, ‘but I bring an important<br />
message from the king’.<br />
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The golden lion tamarin<br />
English/Science<br />
organise: to arrange and <strong>order</strong> information to make it useful<br />
Kazuko is learning about an unusual animal called the golden lion tamarin. She read about<br />
it in three different sources and took notes. Read her notes, then organise her notes into<br />
paragraph topics. One has been started for you.<br />
Facts<br />
Source 1: magazine<br />
1. body like a monkey<br />
2. eats insects<br />
3. lives in groups<br />
4. lives in Brazil<br />
Source 2: zoo<br />
Facts<br />
5. face and fur like a lion<br />
6. habitat is the rainforest<br />
7. has long fingers and nails<br />
8. eats fruit<br />
Source 3: Internet<br />
Facts<br />
9. eats frogs and lizards<br />
10. tamarins work together<br />
11. they all take care of babies<br />
Paragraph 1 topic:<br />
How they look<br />
Facts to include:<br />
numbers 1,<br />
Paragraph 2 topic:<br />
Facts to include:<br />
numbers<br />
Review sample<br />
Paragraph 3 topic:<br />
Facts to include:<br />
numbers<br />
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Community clean-up<br />
English/<br />
Citizenship<br />
plan: to find a good way to do something<br />
Pretend you are planning a clean-up day in your neighbourhood. Think about what needs<br />
to be done and how to get others to help.<br />
Now plan your community clean-up day. Write a list of tasks you need to do to prepare.<br />
Also list what you need for the task. The list has been started for you.<br />
Task<br />
Choose a date.<br />
calendar<br />
What I need<br />
Review sample<br />
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At the post office<br />
Mathematics<br />
experiment: to try doing things to see what works<br />
Read the text and answer the questions.<br />
Enami went to the post office to<br />
buy stamps. When Enami told<br />
the clerk exactly how many<br />
she needed, the clerk said,<br />
‘I can give you three full<br />
sheets of stamps and four<br />
single stamps, or I can<br />
give you two full sheets<br />
and 16 single stamps’.<br />
How many stamps did Enami need? How many stamps were in a full sheet?<br />
Experiment with diagrams or different numbers to answer the questions.<br />
Work space<br />
Review sample<br />
Enami needed stamps. A full sheet contained stamps.<br />
Prim-Ed Publishing www.prim-ed.com 978-1-84654-988-5 HIGHER-ORDER THINKING SKILLS – BOOK 3 133
World weather<br />
interpret: to decide what something means<br />
Geography<br />
Mr. Shinju’s class asked their penfriends around the world about their weather today.<br />
Interpret the data they collected and answer the questions.<br />
April 6<br />
Place Temperature Rainfall<br />
Kinshasa,<br />
Congo<br />
32 °C 1 1 4 cm<br />
Cairo, Egypt 27 °C none<br />
Iowa, USA 19 °C<br />
2<br />
3 cm<br />
Queensland,<br />
Australia<br />
22 °C none<br />
Siberia, Russia 1 °C none<br />
tropical<br />
rainforest<br />
grassland<br />
desert<br />
tundra<br />
1. Which climate zone is Kinshasa probably in?<br />
Why do you think so?<br />
2. Which climate zone is Queensland probably in?<br />
Why do you think so?<br />
Climate zones<br />
very warm and very wet most of<br />
the year<br />
warm, lots of grassy plains, can<br />
get lots of rain<br />
very different temperatures<br />
during the day (cold and hot),<br />
little rainfall<br />
very cold all year, little rainfall or<br />
plant life<br />
Review sample<br />
3. Which place is most likely in a tundra climate zone?<br />
Why do you think so?<br />
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A community of helpers<br />
Citizenship<br />
brainstorm: to think of ways to solve a problem or gather ideas<br />
The community of Corund has a problem with stray dogs. Look at the picture.<br />
Now brainstorm three ways the citizens of Corund can handle the problem.<br />
1.<br />
Review sample<br />
2.<br />
3.<br />
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What talent!<br />
deduce: to use facts to work something out<br />
Mathematics/<br />
Logic<br />
Triona, Sabra and Kendra are really talented! They entered a talent show, and they all<br />
won a prize! They each play a musical instrument. Read the clues and fill in the chart to<br />
deduce which instrument they play and which prize they won. The first clue has been<br />
marked for you.<br />
Sabra did not win first prize.<br />
Kendra did not win third prize.<br />
Triona does not play the trumpet.<br />
The guitar player won first prize.<br />
Kendra plays the trumpet or the flute.<br />
The trumpet player won second prize.<br />
flute trumpet guitar 1st prize 2nd prize 3rd prize<br />
Triona<br />
Sabra<br />
Kendra<br />
Review sample<br />
Write the correct instrument and prize beside each girl’s name.<br />
X<br />
Instrument<br />
Prize<br />
Triona<br />
Sabra<br />
Kendra<br />
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A nice surprise<br />
English<br />
revise: to improve something by changing it<br />
Read the story.<br />
A day at the art museum<br />
I didn’t want to go to the art museum. I wanted to go to the zoo. I like<br />
animals more than art, but I didn’t have a choice. My mum said we’re<br />
going to the museum.<br />
There was one place that showed art from the Australian outback. It<br />
had sculptures of horses, cattle and sheepdogs. They looked like they<br />
were moving. I couldn’t believe how detailed they were. I got to see<br />
animals after all!<br />
Now revise the story by changing common words or phrases to more specific ones and by<br />
adding interesting words. The first sentence has been revised for you.<br />
I didn’t want to visit the boring art museum.<br />
Review sample<br />
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When we meet again<br />
plan: to find a good way to do something<br />
Mathematics<br />
Read the text.<br />
Andie and Sven both jog at the park. Andie<br />
goes every three days. Sven goes every five<br />
days. If Andie and Sven both went to the park<br />
on a Monday, on what day will they meet at<br />
the park again?<br />
1. Plan how you will solve the problem.<br />
2. Carry out your plan.<br />
Review sample<br />
3. Andie and Sven will meet again at the park on a .<br />
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Special delivery<br />
Science/<br />
Design and Technology<br />
invent: to create for the first time<br />
Juliza is posting a gift to her cousin. The gift is a colourful,<br />
glass bird. She is afraid that it will break in the post.<br />
1. Invent a package that will protect the glass bird<br />
until it is delivered. Use any materials you want.<br />
Draw a picture of it.<br />
2. What will you use to make your package?<br />
Review sample<br />
3. Explain why you think it will protect the glass bird.<br />
Prim-Ed Publishing www.prim-ed.com 978-1-84654-988-5 HIGHER-ORDER THINKING SKILLS – BOOK 3 139
asa<br />
avu<br />
Natewa Bay<br />
Ahau<br />
Rotuma<br />
Fiji<br />
Yasawa<br />
assemble: to put parts together<br />
Ahau<br />
Rotuma<br />
Ono-i-lou<br />
Waya<br />
Yasawa Islands<br />
Naviti<br />
Loutoka<br />
Nacula<br />
Yanggeta<br />
WESTERN DIVISION<br />
Nadi<br />
Vatulele<br />
Yasawa<br />
Ba<br />
Sigatoka<br />
G r e<br />
Bligh Water<br />
Yadua<br />
Rakiraki<br />
Korovuto<br />
Vatukoula<br />
Viti<br />
Levu<br />
Kadavu Passage<br />
a t S<br />
CENTRAL<br />
DIVISION<br />
SUVA<br />
Navua<br />
Beqa N<br />
Korovou<br />
Vunisea 0 km 20 40 60 km<br />
Kadavu<br />
e a R<br />
Nausori<br />
e e f<br />
Matuku NORTHERN Beqa<br />
SOUTH PACIFIC OCEANDIVISION<br />
Vatulele<br />
Labasa<br />
SOUTH PACIFIC Naduri OCEAN Rabi<br />
Vanua<br />
Votua Levu<br />
Nabouwalu<br />
Makogai<br />
Wakaya<br />
Levuka<br />
Batiki<br />
Ono-i-lou Savusavu<br />
Sawaleke<br />
Koro<br />
Nakodu<br />
Gau<br />
Nalral<br />
Natewa Bay<br />
Matuku<br />
KORO SEA<br />
Moala<br />
SOUTH PACIFIC OCEAN<br />
Thikombia<br />
Somosomo<br />
Waiyevu<br />
Qamea<br />
Vunisea<br />
Taveuni<br />
Totoya<br />
Northern<br />
Cicia<br />
tarakau<br />
Lau Group<br />
Mago<br />
EASTERN DIVISION<br />
Vaqava<br />
Southern Lau Group<br />
Kabara<br />
Geography<br />
S<br />
WESTERN DIVISION<br />
Look at the Naviti puzzle pieces that are in place. Look at the remaining Koro<br />
Vanua Balavu<br />
Rakiraki<br />
five pieces. Draw an<br />
Waya<br />
arrow from WESTERN each DIVISION<br />
Korovu<br />
Makogai Nakodu<br />
piece to assemble the rest of the Koropuzzle.<br />
Mago<br />
Rakiraki Ba<br />
Vatukoula<br />
KORO SEA Lomaloma<br />
Loutoka<br />
Wakaya<br />
Votua<br />
Korovu<br />
Makogai Nakodu<br />
Mago<br />
Ba<br />
Vatukoula<br />
Levuka<br />
Yasawa<br />
Cicia<br />
Yadua<br />
KORO Nalral SEA<br />
tarakau<br />
Ono-i-lou<br />
Thikombia<br />
Yasawa Islands<br />
Loutoka<br />
NORTHERN DIVISION<br />
Rabi<br />
Somosomo Vatoa<br />
Waiyevu<br />
Qamea<br />
Taveuni<br />
Nacula<br />
Nadi<br />
Yasawa<br />
YanggetaWaya<br />
Vatulele<br />
Ono-i-lou<br />
Vatoa<br />
Yasawa Islands<br />
Sigatoka<br />
G r e<br />
Nacula<br />
YanggetaYadua<br />
Naviti<br />
Bligh Water<br />
Viti<br />
Levu<br />
Fiji<br />
Sigatoka<br />
SUVA<br />
Navua<br />
Vatulele<br />
Beqa<br />
Kadavu Passage<br />
Vunisea<br />
W<br />
a t S<br />
Kadavu<br />
S<br />
e a R<br />
Wakaya Korovou<br />
Batiki<br />
Nacula<br />
Levuka<br />
Sawaleke<br />
Nalral Yanggeta<br />
Korovou<br />
DIVISION Batiki<br />
Nausori<br />
Naviti<br />
SUVA<br />
Gau<br />
Sawaleke<br />
Waya<br />
Nausori<br />
Gau<br />
Navua<br />
E<br />
e e f<br />
Yadua<br />
Votua<br />
Nabouwalu<br />
Nadi<br />
CENTRAL<br />
Viti<br />
CENTRAL Levu<br />
DIVISION<br />
Vatoa<br />
G r e<br />
Bligh Water<br />
Beqa<br />
Kadavu Passage<br />
Vunisea<br />
a t S<br />
Kadavu<br />
e a R<br />
Labasa<br />
Naduri Votua<br />
Vanua<br />
Levu Rotuma<br />
e e f<br />
Ahau<br />
Nabouwalu Sausavu<br />
Labasa<br />
NaduriNORTHERN DIVISION<br />
Rabi<br />
Vanua<br />
Levu<br />
Rabi<br />
Natewa Bay<br />
Yasawa Islands<br />
Moala<br />
Thikombia<br />
Sausavu<br />
Somosomo<br />
Waiyevu<br />
Qamea<br />
Taveuni<br />
WESTERN DIVISION<br />
Loutoka<br />
Nadi<br />
Vatoa<br />
Ba<br />
Natewa Bay<br />
Sigatoka<br />
Totoya Matuku<br />
G r e<br />
Northern<br />
Cicia<br />
tarakau<br />
Bligh Water<br />
Lau Group<br />
EASTERN DIVISION<br />
Korovu<br />
Vatukoula<br />
Rakiraki<br />
Totoya<br />
SUVA<br />
Vaqava<br />
Southern Lau Group<br />
Navua<br />
Kadavu Passage<br />
a t S<br />
CENTRAL<br />
Viti<br />
Levu DIVISION<br />
Kadavu<br />
e a R<br />
Kabara<br />
W<br />
NORTHERN DIVISION<br />
Somosomo<br />
Waiyevu<br />
Taveuni<br />
Qamea<br />
W<br />
Vanua Balavu<br />
Nayau<br />
Lakeba<br />
NSawaleke<br />
S<br />
Tubou<br />
E<br />
0 km 20 40 60 km<br />
Lomaloma<br />
Tuvuca<br />
Namuka-i-Lau<br />
Fulqana<br />
E<br />
0 km 20 40 60 km<br />
e e f<br />
Tuvuca<br />
Nayau<br />
Lakeba<br />
Tubou Koro<br />
Makogai Nakodu<br />
Lakeba<br />
Tubou<br />
Wakaya<br />
Levuka<br />
Nalral<br />
Korovou<br />
Batiki<br />
Nausori<br />
Review sample<br />
Moala<br />
Northern<br />
Nabouwalu<br />
Lau Group<br />
Kabara<br />
Gau<br />
Namuka-i-Lau<br />
Fulqana<br />
Fulqana<br />
W<br />
Lomaloma Labasa<br />
Naduri<br />
Vanua<br />
Levu<br />
EASTERN DIVISION<br />
Vaqava<br />
Southern Lau Group<br />
Oqea Levu<br />
Sausavu<br />
Oqea Levu<br />
Natewa Bay<br />
Matuku<br />
KORO SE<br />
Moala<br />
SOUTH PACIFIC OCEAN<br />
S<br />
E<br />
0 km 20 40 60 km<br />
Vanua Balavu<br />
Nayau<br />
Tuvuca<br />
Namuka-i-Lau<br />
Thikom<br />
NO<br />
Som<br />
Waiyevu<br />
Oqea Levu<br />
Totoya<br />
oro<br />
odu<br />
lral<br />
KORO SEA<br />
140<br />
Northern<br />
Cicia<br />
tarakau<br />
Lau Group<br />
Mago<br />
EASTERN DIVISION<br />
Ahau<br />
LomalomaRotuma<br />
Nayau<br />
Tuvuca<br />
HIGHER-ORDER THINKING Lakeba SKILLS Tubou – BOOK 3<br />
Yasawa Islands<br />
Naviti<br />
Nacula<br />
Yanggeta<br />
Yasawa<br />
G r e<br />
Votua<br />
Labasa<br />
Naduri<br />
Somosomo<br />
Yadua<br />
Waiyevu<br />
978-1-84654-988-5 www.prim-ed.com Sausavu Prim-Ed Publishing Qamea<br />
Bligh Water<br />
a t S<br />
e a R<br />
e e f<br />
Nabouwalu<br />
Vanua<br />
Levu<br />
Natewa Bay<br />
Thikombia<br />
NORTHERN DIVISION<br />
Rabi<br />
Taveuni<br />
N<br />
V<br />
Vanua Balavu
Invention convention<br />
Science/<br />
Design and Technology<br />
infer: to work out using observation and what you know<br />
Mr Chartman’s class visited an invention museum. One exhibit showed the history<br />
of ways to keep bottles closed. Each new top solved a problem, but most created<br />
a new problem. Read the exhibit and infer the problem to finish the sentence.<br />
1. cork bottle stopper – 1600s 2. metal crown cap – 1900s<br />
For hundreds of years,<br />
pieces of cork were stuffed<br />
into bottles. The cork was<br />
cut by hand to the right<br />
size, then it was put in the<br />
bottle opening by hitting<br />
it with a mallet (a type of hammer).<br />
The problem was<br />
.<br />
The crown cap was made<br />
and attached to the bottles<br />
by machines. This was easy<br />
and cheap to do. Customers<br />
easily removed the cap with<br />
a curved metal lever. But<br />
what if you didn’t finish your drink?<br />
The problem was<br />
3. twist-off cap – 1960s 4. plastic slide top – 1990s<br />
Twist-off caps were made<br />
of metal or plastic. You<br />
could open them by hand.<br />
Soon these popular<br />
bottles and their caps<br />
were everywhere.<br />
The problem was<br />
A slide top twists onto<br />
the bottle and stays there.<br />
These are still popular<br />
today. The customer<br />
slides the outer part up.<br />
This lets the drink flow<br />
around the centre part.<br />
To close the bottle, just click<br />
the outer part down into place.<br />
Review sample<br />
.<br />
.<br />
The problem was<br />
.<br />
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In my opinion<br />
critique: to tell what is good and bad about something<br />
English<br />
People often share what they think about things. They write about everything from<br />
restaurants to films to new games. Read what someone wrote about a restaurant.<br />
My family and I went to a new restaurant called Chaco’s Tacos. We heard they<br />
had tacos just like in Mexico. The menu wasn’t very big, but it had good dishes.<br />
You could get tacos with different kinds of meat. I got tacos al pastor. The pork<br />
was juicy, but there were only two tacos. My brother got tamales. He said they<br />
were a little dry. He said that our mum’s tamales are much better.<br />
Now write your own critique of a meal, a film, or a game.<br />
Review sample<br />
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Tight fit<br />
Mathematics<br />
visualise: to imagine how something will look<br />
Look at the pieces below. Visualise how you can put them together to fill the empty square<br />
and circle the pieces you use. Draw the pieces on the square to show how they go together to<br />
make the square.<br />
Review sample<br />
Prim-Ed Publishing www.prim-ed.com 978-1-84654-988-5 HIGHER-ORDER THINKING SKILLS – BOOK 3 143
Chow down!<br />
evaluate: to judge carefully<br />
Science<br />
Martin feeds all of the animals at the local zoo,<br />
from the smallest kangaroo rat to the largest<br />
African elephant. Sometimes Martin mixes up<br />
the foods he feeds to the animals.<br />
You have been sent to evaluate what Martin fed<br />
to a sea otter. Think about things such as size<br />
and type of food. Write what was good and not<br />
so good about his choices and why you think so.<br />
Martin’s choices:<br />
Review sample<br />
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Life on planet Zurg<br />
Citizenship<br />
theorise: to have an idea why or how something happens<br />
On the planet Zurg, they have some rules that are really different.<br />
Read the rules.<br />
Rule 1<br />
Wearing hats is not allowed.<br />
Rule 2<br />
Rule 3<br />
Rule 4<br />
Rule 5<br />
When four or more Zurglings are together,<br />
they must stand in a square.<br />
You may not wear the same colour clothing<br />
two days in a row.<br />
Whenever you leave a place, walk backwards<br />
four steps before you turn around.<br />
If you bathe on a Tuesday, you may not speak<br />
for one hour afterwards.<br />
Now choose three rules. Theorise why each rule might be useful on Zurg.<br />
1. Rule :<br />
2. Rule :<br />
Review sample<br />
3. Rule :<br />
Prim-Ed Publishing www.prim-ed.com 978-1-84654-988-5 HIGHER-ORDER THINKING SKILLS – BOOK 3 145
Putting facts together<br />
deduce: to use facts to work something out<br />
English/<br />
Logic<br />
Read each pair of facts, then deduce a statement based on the facts.<br />
Circle the best statement.<br />
1. All dogs are mammals.<br />
All wolves are mammals.<br />
a. Therefore, all dogs are wolves.<br />
b. Therefore, dogs and wolves are similar.<br />
c. Therefore, wolves make good pets.<br />
2. All even numbers can be divided in half.<br />
The number 10 can be divided in half.<br />
a. Therefore, even numbers can be divided by 10.<br />
b. Therefore, half of 10 is even.<br />
c. Therefore, 10 is even.<br />
3. All cats purr.<br />
All Siamese are cats.<br />
a. Therefore, all Siamese purr.<br />
b. Therefore, all Siamese are happy.<br />
c. Therefore, all cats are Siamese.<br />
4. Gold Coast is a city in the state of Queensland, Australia.<br />
Queensland citizens must follow state laws.<br />
a. Therefore, Gold Coast citizens must follow Queensland laws.<br />
b. Therefore, Queensland citizens must follow Gold Coast laws.<br />
c. Therefore, laws of Gold Coast and Queensland are the same.<br />
5. All salmon are fish.<br />
All fish live in water.<br />
Review sample<br />
a. Therefore, all fish are salmon.<br />
b. Therefore, all salmon live in tanks.<br />
c. Therefore, all salmon live in water.<br />
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Problems have solutions!<br />
English<br />
brainstorm: to think of ways to solve a problem or gather ideas<br />
Pretend that you are writing a story that shows that every problem has a solution.<br />
Brainstorm ideas for your story by completing the items.<br />
1. What are some problems that you or someone you know has had?<br />
2. What could be a solution to one of the problems?<br />
3. Use answers from above to brainstorm ideas for characters and setting.<br />
Review sample<br />
4. Use examples from above for ideas about what will happen in your story.<br />
Brainstorm ideas for the plot.<br />
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Slip ’n’ slide<br />
Mathematics<br />
model: to make a drawing of something that is happening<br />
Read the problem.<br />
A snail is crawling up a slippery vine that<br />
is 14 cm long. Every 4 cm the snail<br />
travels, it stops to rest. Each time it rests,<br />
the snail slides back 1 cm. How many<br />
times will the snail rest before it<br />
reaches the top of the vine?<br />
Model the problem. Then solve it.<br />
Review sample<br />
The snail will rest<br />
times before it reaches the top of the vine.<br />
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Hot or cold?<br />
Science<br />
theorise: to have an idea why or how something happens<br />
Guntur sets up an experiment with a balloon, a bottle and different temperatures. Look at<br />
the pictures. Describe what you observe at each step, then theorise what happened to the<br />
balloon.<br />
first step second step third step<br />
1. First step:<br />
2. Second step:<br />
3. Third step:<br />
4. Why did this happen?<br />
Review sample<br />
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That’s not money!<br />
infer: to work out using observation and what you know<br />
Economics and<br />
business<br />
Work out what is happening in each picture. Infer how each person is feeling about what he<br />
or she is getting and answer the questions.<br />
1. What is happening?<br />
How do the buyer and seller feel?<br />
Why do you think they feel this way?<br />
2. What is happening?<br />
How do the buyer and seller feel?<br />
Why do you think they feel this way?<br />
Review sample<br />
3. What is happening?<br />
How do the buyer and seller feel?<br />
Why do you think they feel this way?<br />
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Animal population<br />
Science/<br />
Mathematics<br />
represent: to show in a drawing or a graph or with a symbol<br />
Carlos was studying the wildlife near his home. Look at the data in his table, then complete<br />
the items.<br />
Number of animals seen<br />
Animal Winter Spring<br />
robin 20 25<br />
deer 15 11<br />
mountain lion 5 7<br />
bullfrog 5 10<br />
1. Find a way to represent the change in population using a graph.<br />
Number<br />
of animals<br />
robin deer mountain<br />
lion<br />
Review sample<br />
bullfrog<br />
2. Which animal populations increased from winter to spring?<br />
3. Which animal population decreased?<br />
4. Why do you think this population decreased?<br />
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Olympia<br />
Seattle<br />
Spokane<br />
Answers<br />
Page 3<br />
Page 4<br />
Page 5<br />
Triangle sums<br />
Mathematics<br />
Nature’s artists<br />
Science<br />
Name it!<br />
History<br />
deduce: to use facts to work something out<br />
visualise: to imagine how something will look<br />
categorise: to name a group<br />
Deduce which numbers from 1 to 9 go in the circles so that the four numbers along each<br />
side add up to the total in the middle. Use each number only once. Some of the numbers<br />
have been filled in for you.<br />
Read the clues about how the landform was made. Visualise what it is and complete<br />
the sentence.<br />
Look at the pictures and categorise them into three groups. Name each group, then write<br />
what is in each.<br />
1.<br />
1<br />
1. I was carved by a river. I have very steep sides. If you speak to me,<br />
I will respond with an echo.<br />
c a n y o n<br />
I am a .<br />
1<br />
6 4<br />
8 17 9<br />
2 5 7 3<br />
2.<br />
9<br />
1 4<br />
5 23 3<br />
8 6 2 7<br />
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Page 6<br />
A good day to fly<br />
illustrate: to represent in a picture<br />
Pretend that an author asked you to help illustrate her story.<br />
Read the story, then underline the part that is already illustrated.<br />
Last night, I had the best dream. I dreamt that<br />
I was at the park with my closest friends. At first,<br />
we all kicked around the football. We were<br />
having so much fun!<br />
Then, Corbin, Amelia, and Hiromi spun around the merry-go-round.<br />
The rest of us were on the swings. Juan, Anil, and I swung so high<br />
that we were swooped off our swings and started flying! We looked<br />
down, and the others flew from the merry-go-round into the sky, too!<br />
Now circle the part of the story you want to illustrate. Illustrate it below.<br />
Teacher check<br />
English/<br />
Art<br />
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Page 9<br />
Hide and seek<br />
evaluate: to judge carefully<br />
Science<br />
2. I am so thirsty! I get very little rain or snow. My dry air is often hot,<br />
but sometimes it’s cold.<br />
4<br />
d e s e r t<br />
I am a .<br />
2 3 4<br />
3. I am a mountain with a fountain inside. I contain hot gases and melted<br />
rock instead of water. When I get full, it all splashes out the top.<br />
v o l c a n o<br />
I am a .<br />
5<br />
4. I am shaped by wind. I am made of sand. Every time the wind blows,<br />
I look a little different.<br />
d u n e<br />
I am a .<br />
6 7<br />
Use the numbered letters to complete the sentence.<br />
5. Landforms are Earth’s p .<br />
2 1 6 5 4 6 3 7 2<br />
Page 7<br />
HIGHER-ORDER THINKING SKILLS – BOOK 3<br />
Sensible sentences<br />
assemble: to put parts together<br />
s c u l<br />
t u r e s<br />
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English<br />
1. Group 1: 2. Group 2: 3. Group 3:<br />
Teacher check Teacher check Teacher check<br />
• old car<br />
• man from long<br />
ago<br />
• lamp<br />
• motorway<br />
• accordion<br />
• compass<br />
• map<br />
• drum<br />
• bagpipes<br />
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Put the words together to assemble a sentence, then write the sentence on the line.<br />
Use the numbers in the ropes to generate two-digit or three-digit<br />
numbers that match the description. Do not use a digit more than<br />
once in a number.<br />
1. are animals really koalas cute<br />
Koalas are really cute animals.<br />
2. his cookies and grandpa yesterday Ari made<br />
Ari and his grandpa made cookies yesterday.<br />
3. summer do this you are what to planning<br />
What are you planning to do this summer?<br />
4. so won that excited our I’m team city’s<br />
I’m so excited that our city’s team won!<br />
5. studying and together are Jin for the I test<br />
Jin and I are studying together for the test.<br />
6. I wind blows the my fast hair run when<br />
When I run fast the wind blows my hair.<br />
7. you much weighs how a do cloud know<br />
Do you know how much a cloud weighs?<br />
8. to call a need please parade you if me the ride<br />
Please call me if you need a ride to the parade.<br />
9. ever is the I’ve explanation that heard strangest<br />
That is the strangest explanation I’ve ever heard!<br />
Page 8<br />
Number round-up<br />
generate: to make something<br />
1. three 2-digit numbers that<br />
can be rounded to 40<br />
36 41 43<br />
2. three 2-digit numbers that can be rounded to 70<br />
65 67 74<br />
3. six 3-digit numbers that can be rounded to 600<br />
562 569 592<br />
596 625 629<br />
4. six 3-digit numbers that can be rounded to 800<br />
781 784 814<br />
817 841 847<br />
4<br />
1<br />
3 6 7<br />
6<br />
4 5<br />
2<br />
5<br />
6 9<br />
1<br />
8<br />
4 7<br />
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Review sample<br />
Page 10<br />
Unlocking the map<br />
Geography<br />
Page 11<br />
A new ending<br />
infer: to work out using observation and what you know<br />
rewrite: to change something by writing it again<br />
Mathematics<br />
English<br />
Karen and Geeta are playing hide and seek. Below are objects in the house that they can<br />
hide behind. Look at the objects and evaluate each one. Draw lines to show whether the<br />
object is probably a good hiding place or a bad hiding place.<br />
1.<br />
Good hiding place<br />
Bad hiding place<br />
Joy made these maps but forgot to finish the map keys. Look at the key symbols<br />
on the map and infer what each represents. Write it on the map key.<br />
1.<br />
2.<br />
Pleasant Park<br />
Washington<br />
Map Key<br />
forest<br />
volcano<br />
mountain<br />
city<br />
Map Key<br />
camping<br />
trail<br />
woods<br />
lake<br />
Read about the problem in the story, then<br />
complete the items.<br />
In the story of Goldilocks and the<br />
Three Bears, a young girl named<br />
Goldilocks wanders into the bears’<br />
house. She needs food and a place to<br />
rest. She eats the bears’ food and rests<br />
on their furniture. When the bears come<br />
home, they are angry. Goldilocks is<br />
scared and runs away.<br />
1. What rule did Goldilocks break?<br />
stole something.<br />
2. What problem did the characters have?<br />
Goldilocks .<br />
The bears .<br />
3. Rewrite the ending of the story so that the characters solve their problems.<br />
Teacher check<br />
She broke into a house and<br />
was hungry and tired.<br />
had a stranger in their house.<br />
2. Choose an object that is a good hiding place.<br />
Explain why.<br />
Teacher check<br />
3. Choose an object that is a bad hiding place.<br />
3.<br />
Safe Street<br />
Northlawn<br />
FIRE STATION<br />
SCHOOL<br />
Main Street<br />
POST<br />
OFFICE<br />
Green Street<br />
ONKEN PARK<br />
Map Key<br />
grass<br />
fire station<br />
post office<br />
park<br />
Explain why.<br />
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Page 12<br />
Page 13<br />
Answers<br />
Page 14<br />
12<br />
What do you see?<br />
visualise: to imagine how something will look<br />
HIGHER-ORDER THINKING SKILLS – BOOK 3<br />
English<br />
Read the poem. Visualise what it is describing, then circle the picture that looks most like<br />
what you pictured in your mind.<br />
Shiny, wet skin<br />
Wide eyes watching<br />
Being very still<br />
In the open wild<br />
Now read this poem, and visualise what it is describing.<br />
Brown patterns on yellow fur<br />
Long neck stretching<br />
Long tongue reaching<br />
Munching juicy leaves<br />
1. Draw what you pictured in your mind.<br />
Page 15<br />
Teacher check<br />
What’s wrong with this globe?<br />
examine: to look at closely<br />
Examine the globe and circle six parts that are out of place.<br />
S<br />
Atlantic<br />
Ocean<br />
equator<br />
2. What did you visualise?<br />
a giraffe<br />
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North<br />
America<br />
South<br />
America<br />
Pacific<br />
Ocean<br />
Australia<br />
Geography<br />
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Page 23<br />
Cassidy’s number<br />
compile: to gather information<br />
N<br />
Mathematics<br />
Crack the code<br />
explain: to give good reasons for your thoughts or for what you did<br />
Oh, no! Someone wrote a maths problem on a piece of paper, but it’s in code.<br />
Use the clues to deduce what number each letter stands for, then rewrite the<br />
maths problem in the box, replacing the letters with numbers.<br />
A, B, C and D are different digits.<br />
A and C are odd.<br />
B and D are even.<br />
C is greater than 1.<br />
Work space<br />
A = 1, 3, 5, 7, 9<br />
B = 0, 2, 4, 6, 8<br />
C = 1, 3, 5, 7, 9<br />
D = 0, 2, 4, 6, 8<br />
2. Explain what you did to solve the problem.<br />
Teacher check<br />
CA<br />
+ CB<br />
DC<br />
1. the maths problem<br />
with numbers<br />
Mathematics<br />
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Page 21<br />
On the go<br />
evaluate: to judge carefully<br />
The Guerreros are travelling from Cityville to Big Falls.<br />
They also want to visit the other three towns on the way,<br />
but they don’t want to drive over a road more than once.<br />
Cityville<br />
50 km<br />
75 km<br />
Rockton<br />
65 km<br />
70 km<br />
Hillside<br />
80 km<br />
60 km<br />
Big Falls<br />
+<br />
3 1<br />
3 2<br />
6 3<br />
40 km<br />
? ?<br />
? ?<br />
Mathematics<br />
Sundale<br />
1. Examine the map. List the different routes the Guerreros can take.<br />
For each route, write the towns in the <strong>order</strong> they would be seen and<br />
the number of kilometres the family would travel.<br />
Cityville, Hillside, Rockton, Sundale, Big Falls 260 km<br />
Cityville, Rockton, Hillside, Sundale, Big Falls 215 km<br />
Cityville, Hillside, Sundale, Rockton, Big Falls 285 km<br />
2. Evaluate the routes. Which route do you think is the best? Explain why.<br />
Cityville, Rockton, Hillside, Sundale, Big Falls is<br />
best. It’s the shortest and uses the least petrol.<br />
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Page 27<br />
English<br />
High in the sky<br />
compare: to look for things that are the same or different<br />
14 HIGHER-ORDER THINKING SKILLS – BOOK 3<br />
Science<br />
Trevor spotted two types of clouds in the sky, cumulus and cirrus clouds. Use the Venn<br />
diagram below to compare how they look. Two details have been written for you.<br />
cumulus<br />
fluffy<br />
have lumps<br />
round<br />
Page 22<br />
This and that<br />
cumulus<br />
22 HIGHER-ORDER THINKING SKILLS – BOOK 3<br />
Venn diagram<br />
both<br />
can’t be seen<br />
through<br />
white<br />
cirrus<br />
compare: to look for things that are the same or different<br />
cirrus<br />
thin<br />
light<br />
f lat<br />
connected<br />
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Compare a laptop computer and a mobile phone. Complete the Venn diagram<br />
to show how they are alike and different. It has been started for you.<br />
laptop<br />
sits on lap or<br />
desk<br />
do homework<br />
keeps files<br />
Venn diagram<br />
both<br />
email<br />
games<br />
Internet<br />
carry it<br />
Compare basketball and football and complete the Venn diagram.<br />
Review sample<br />
What is it?<br />
describe: to tell the features of something<br />
Page 28<br />
basketball<br />
How many eggs?<br />
Venn diagram<br />
both<br />
Teacher check<br />
demonstrate: to show how to do something<br />
mobile phone<br />
football<br />
English<br />
hold in hand<br />
call friends<br />
fits in pocket<br />
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Mathematics<br />
Read the text, then complete the items.<br />
Cassidy wrote a number on a piece of paper and put it inside<br />
an envelope. When rounded to the nearest ten, the number<br />
is 450. When rounded to the nearest hundred, the number is 500.<br />
1. What could Cassidy’s number be? Compile a list of<br />
all the possible solutions. Write the numbers below.<br />
Work space<br />
nearest 10 = 450<br />
445, 446, 447, 448, 449, 450, 451, 452,<br />
453, 454<br />
nearest 100 = 500<br />
445, 446, 447, 448, 449, 450, 451, 452,<br />
453, 454<br />
possible solutions: 450, 451, 452, 453, 454<br />
2. The ones digit and the hundreds digit in Cassidy’s number add up to the<br />
tens digit. Do you know what Cassidy’s number is now? Explain.<br />
It’s 451. The ones digit is 1. The hundreds digit<br />
is 4. 4 + 1 = 5<br />
3. Write a different clue that would help someone work out Cassidy’s number.<br />
Teacher check<br />
You and a friend are playing a guessing game. Your friend describes something without<br />
saying its name. You guess what it is.<br />
1. It’s a person who takes care of sick people, works in a clinic<br />
or hospital, and takes your temperature.<br />
Who is it?<br />
a nurse<br />
Now it’s your turn to describe things to your friend. Write three things about each object<br />
but don’t use the name of the object.<br />
2.<br />
3.<br />
4.<br />
5.<br />
6.<br />
7.<br />
Teacher check<br />
Teacher check<br />
Read the problem and think about how you can solve it.<br />
1. A farmer predicted that one of his hens, Clucky,<br />
would lay 315 eggs that year. His wife thought Clucky<br />
would lay 225 eggs instead. At the end of the year, the farmer and his wife<br />
found that they were each off by 45 eggs. How many eggs did Clucky lay?<br />
Use words and numbers to demonstrate how you can find out.<br />
Teacher check<br />
Clucky laid<br />
270<br />
eggs.<br />
2. The farmer’s two other hens, Henny Penny and Ruffles, each laid the<br />
same number of eggs that year. Clucky, Henny Penny, and Ruffles laid<br />
800 eggs in total. How many eggs did Henny Penny and Ruffles each lay?<br />
Use words and numbers to demonstrate how you can find out.<br />
Teacher check<br />
Henny Penny and Ruffles each laid<br />
265<br />
eggs.<br />
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153
Answers<br />
Page 29<br />
Page 31<br />
Page 33<br />
Living features<br />
Science<br />
What kind of creature?<br />
Science/<br />
English<br />
Bumper car thrills<br />
Mathematics<br />
classify: to put things into groups that have something in common<br />
sort: to put things into groups<br />
determine: to work out using facts or what you observe<br />
Read the text.<br />
Living things have different features that help identify what they are:<br />
• Plants get their energy from sunlight, air and soil. They have features such as leaves,<br />
stems and flowers. They don’t eat other living things.<br />
• Animals get their energy from eating living things such as plants and other animals.<br />
They can’t make their own food.<br />
Look at the living thing and classify it as a plant or an animal.<br />
plants<br />
seaweed<br />
kangaroo paw<br />
flower<br />
animals<br />
sungaya<br />
leaf insect<br />
sea anenome<br />
Look at the pictures of the animals and read the group names. Think about the features of<br />
animals that belong in each group, then sort each of the animals into a group by drawing a<br />
line from the animal to its group name. Lastly, finish the sentence to explain how you know<br />
which group the animal belongs in.<br />
Group Animal How do you know?<br />
It has .<br />
fish •<br />
It has .<br />
Brandon loves going on the bumper cars at the amusement park. Read the clues to<br />
determine how many times Brandon has driven bumper cars in his life.<br />
The number is less than 40 but greater than 25.<br />
You say the number when you count in 2s.<br />
You say the number when you count in 3s.<br />
You say the number when you count in 4s.<br />
Use words and numbers to show your strategy for solving the problem.<br />
Work space<br />
1. seaweed 2. sungaya 3. kangaroo paw<br />
reptile •<br />
Teacher check<br />
It has .<br />
It has .<br />
Teacher check<br />
4. flower 5. leaf insect 6. sea anenome<br />
Prim-Ed Publishing www.prim-ed.com 978-1-84654-988-5 HIGHER-ORDER THINKING SKILLS – BOOK 3 29<br />
Page 36<br />
Read the text and the clues.<br />
36<br />
Pizza leftovers<br />
explain: to give good reasons for your thoughts or for what you did<br />
HIGHER-ORDER THINKING SKILLS – BOOK 3<br />
Mathematics/<br />
Logic<br />
Abby, Ben, Chloe and Daniel each <strong>order</strong>ed a different pizza for lunch. After<br />
everyone ate, there was some pizza left over. There was 1 2<br />
of the cheese pizza,<br />
1<br />
4 of the veggie pizza, 1 8 of the pepperoni pizza and 1 3<br />
of the mushroom pizza left.<br />
Use the clues to work out which kind of pizza each child <strong>order</strong>ed.<br />
Chloe ate the least amount of pizza.<br />
Abby ate more pizza than Ben did.<br />
Daniel ate the most pizza.<br />
Chloe<br />
1. <strong>order</strong>ed the cheese pizza.<br />
Abby<br />
2. <strong>order</strong>ed the veggie pizza.<br />
Daniel<br />
3. <strong>order</strong>ed the pepperoni pizza.<br />
Ben<br />
4. <strong>order</strong>ed the mushroom pizza.<br />
5. Explain how you worked out who <strong>order</strong>ed the different pizzas.<br />
Teacher check<br />
Page 40<br />
Map puzzle<br />
visualise: to imagine how something will look<br />
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Mathematics/<br />
Logic<br />
bird •<br />
It has .<br />
It has .<br />
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Page 37<br />
English<br />
Look at the group. What do the things in the group have in common? Categorise the things<br />
in the group.<br />
1. 2.<br />
look<br />
feel<br />
beet<br />
meet<br />
boot<br />
book seek<br />
Now look at these things and sort them into two groups. Circle the things in each group in<br />
a different colour.<br />
Now categorise each group.<br />
3.<br />
4.<br />
Common things<br />
categorise: to name a group<br />
winter clothes<br />
things used for writing<br />
things you read<br />
words that have a<br />
double vowel<br />
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Page 41<br />
Mr Miles’ tiles<br />
distinguish: to tell the difference between things<br />
Mathematics<br />
Brandon has driven bumper cars<br />
36<br />
times in his life.<br />
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Page 38<br />
Analyse the pattern on the paper strip.<br />
38<br />
Pattern cut-up<br />
analyse: to look at closely for patterns and relationships<br />
1 2 3<br />
1. How many butterflies made up figure 5 before the paper was cut?<br />
Write or draw to show how you know.<br />
2. What is the pattern of how each figure changes?<br />
HIGHER-ORDER THINKING SKILLS – BOOK 3<br />
30<br />
Mathematics<br />
butterflies<br />
Each figure has one more column and one more<br />
row than the figure before it.<br />
Review sample<br />
Page 44<br />
Spring cleaning<br />
978-1-84654-988-5 www.prim-ed.com Prim-Ed Publishing<br />
classify: to put things into groups that have something in common<br />
Science<br />
Look at the puzzle pieces that are in place, then look at the remaining three pieces. Visualise<br />
where each one should go to finish the puzzle and draw an arrow from each piece to its place.<br />
Mr Miles bought square tiles to decorate his kitchen counter. He didn’t know it, but one of<br />
the tiles was different from all the others.<br />
The Sharmas are cleaning out a storage room. Read the guide about what can be recycled<br />
and what is rubbish, then complete the items.<br />
1. Mr Miles arranged 24 tiles to make the design below. Look at each tile carefully<br />
to help you distinguish the one that is different. Then colour it.<br />
Recycle<br />
paper and cardboard<br />
glass jars<br />
plastic containers<br />
metal cans<br />
foil<br />
Rubbish<br />
paper towels and tissues<br />
all other glass<br />
all other plastic<br />
household items<br />
food<br />
1. Classify the item. Draw a line to where it will go.<br />
2. Draw on the tile at the right to show how<br />
the tile that you coloured is different.<br />
3. Explain how the tile is different from the others.<br />
It has lines going across two corners.<br />
The others have a line across just one corner.<br />
recycle<br />
2. How did you decide how to classify the light bulb?<br />
Teacher check<br />
3. Choose an item that is not recyclable. What could you do besides<br />
putting it in the rubbish?<br />
Teacher check<br />
rubbish<br />
40<br />
HIGHER-ORDER THINKING SKILLS – BOOK 3<br />
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44<br />
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154<br />
HIGHER–ORDER HIGHER-ORDER THINKING SKILLS SKILLS – BOOK – BOOK 3 3<br />
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Polar and subpolar zone<br />
Temperate zone<br />
Subtropical zone<br />
Tropical zone<br />
I ♥ Trave ling<br />
Page 45<br />
Page 48<br />
Answers<br />
Page 51<br />
Picture words<br />
apply: to use what you know in a new way<br />
History<br />
Long ago, Indigenous Australians used cave paintings to record events. Look at this cave<br />
painting ‘dictionary’.<br />
For example, this picture sentence<br />
probably means ‘One rainy day, a man went to hide under a group of trees and hide from<br />
the wind’.<br />
1. Apply the dictionary to work out the picture sentence and write it as a complete<br />
word sentence.<br />
At the campsite, people danced at the ceremony,<br />
and the elders wore body paint and hair belts.<br />
2. Apply the dictionary to write your own picture sentence, then write it as a word<br />
sentence below.<br />
Teacher check<br />
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Page 53<br />
Turbo, the tortoise<br />
deduce: to use facts to work something out<br />
Some tortoises live to be more than 100 years old! Turbo, the<br />
tortoise, is the classroom pet in Mrs Stein’s class. He is more<br />
than 50 years old but less than 80 years old.<br />
Read two pupils’ statements about Turbo’s age.<br />
Orlando said, ‘I will say Turbo’s age if I skip-count by 8’.<br />
Aziz said, ‘I will say Turbo’s age if I skip-count by 6’.<br />
Mrs Stein said that both classmates are correct.<br />
Use both pupils’ statements to deduce Turbo’s age.<br />
Turbo is<br />
72<br />
years old.<br />
Work space<br />
Teacher check<br />
Mathematics<br />
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Page 63<br />
Two riddles<br />
deduce: to use facts to work something out<br />
Mathematics<br />
Detective Dawg is tracking down a number. It is<br />
somewhere on the chart below. Read the clues that<br />
describe the number he is searching for.<br />
48<br />
The number is even.<br />
It is a product of 4 and a number.<br />
It is greater than 3 x 9.<br />
It is less than 7 x 5.<br />
Its tens digit is greater than its ones digit.<br />
1. The number is .<br />
HIGHER-ORDER THINKING SKILLS – BOOK 3<br />
Mathematics<br />
Now it’s your turn. Choose a different number from the chart and write five clues to<br />
describe the number. Include at least two multiplication clues.<br />
2.<br />
3.<br />
4.<br />
5.<br />
6.<br />
Number hunt<br />
describe: to tell the features of something<br />
32<br />
7. The number is .<br />
Page 57<br />
Teacher check<br />
What’s the relationship?<br />
analyse: to look at closely for patterns and relationships<br />
? ?<br />
? ?<br />
1 2 3 4 5 6<br />
7 8 9 10 11 12<br />
13 14 15 16 17 18<br />
19 20 21 22 23 24<br />
25 26 27 28 29 30<br />
31 32 33 34 35 36<br />
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English<br />
Analyse the objects on the first pair of puzzle pieces. How are the tadpole and the frog<br />
connected? Now look at the object on the second pair. Which object below has the same<br />
kind of connection with it? Circle it.<br />
1.<br />
2.<br />
3.<br />
12 45<br />
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Page 64<br />
Outfits around the world<br />
connect: to put things together to use them<br />
?<br />
?<br />
?<br />
English/<br />
Geography<br />
Read the description of Riya’s neighbourhood. Use the description to visualise her<br />
neighbourhood and draw a map of it.<br />
1.<br />
Riya’s neighbourhood<br />
visualise: to imagine how something will look<br />
Mathematics/<br />
English<br />
Right next to Riya’s apartment building is the market where she buys<br />
much of her food. Across from the market is the library. On the next block<br />
down, in the opposite direction from the library, is the park. At the far edge<br />
of the park is the bakery.<br />
2. Read the things that Riya has to do today. Using your map, <strong>order</strong> her chores<br />
from first to last.<br />
Buy fresh bread.<br />
Return library books.<br />
Buy vegetables for soup.<br />
Take her dog to play in the park.<br />
Teacher check<br />
Teacher check<br />
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Page 61<br />
Bagging cookies<br />
recommend: to tell the best ideas<br />
The members of the Maths Club baked 60 cookies for their cake sale.<br />
They will put the cookies into bags. Each bag will have at least two cookies.<br />
The club will sell the cookies during lunchtime at school.<br />
1. List all the different ways the cookies can be put into the bags.<br />
One way has been done for you.<br />
2 bags of 30 cookies<br />
3 bags of 20 cookies<br />
4 bags of 15 cookies<br />
5 bags of 12 cookies<br />
6 bags of 10 cookies<br />
10 bags of 6 cookies<br />
Review sample<br />
Work space<br />
2. Look at your list. If the Maths Club can choose only one way to bag the<br />
cookies, which way do you recommend? Think about which bag pupils<br />
will most likely buy and how many pupils are likely to buy that size bag.<br />
Circle your choice, then explain your thinking below.<br />
Mathematics<br />
12 bags of 5 cookies<br />
15 bags of 4 cookies<br />
20 bags of 3 cookies<br />
30 bags of 2 cookies<br />
They can eat 2 cookies at lunch. If they bought<br />
more, they’d have to keep them somewhere. That<br />
might be hard to do.<br />
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Page 67<br />
Dinosaurs and hieroglyphs<br />
sequence: to put things in the <strong>order</strong> they happen<br />
English/History<br />
Read the clues in the riddle. Deduce the answer to the riddle and write it on the line.<br />
Neil’s grandmother wants to send clothes to her grandchildren, who are all over the world.<br />
She wants help choosing the best outfits.<br />
Read the story. Its paragraphs are mixed up. Sequence them to make the story clear and<br />
write the number of each paragraph on the line.<br />
1.<br />
2.<br />
I’m thinking of a number. I divide it<br />
by 10. Then I divide the answer by 2.<br />
I end up with 3. What’s my number?<br />
60<br />
The number is .<br />
I’m thinking of a number. I divide it<br />
by 6. Then I divide the answer by 4.<br />
I end up with 2. What’s my number?<br />
Connect what you know about the location of countries and the climate zones they are in.<br />
Draw a line to choose an outfit for each grandchild.<br />
Climate zones around the world<br />
Polar and subpolar zone:<br />
The temperature is very<br />
cold with freezing winds,<br />
and it is covered in ice<br />
caps and snow for most<br />
of the year.<br />
Temperate zone:<br />
The weather here is not<br />
extreme, it is neither very<br />
hot nor freezing. There is a<br />
moderate amount of rain.<br />
Subtropical zone:<br />
The weather here has<br />
warm to hot summers<br />
and cool to mild winters.<br />
Tropical zone:<br />
Countries in this zone are<br />
closest to the equator.<br />
They have very hot<br />
weather all year round.<br />
Field trip<br />
3 After seeing the dinosaurs, the class moved to<br />
the ancient Egypt exhibit. Hazel didn’t think much of it until<br />
she saw the mummy of a cat.<br />
2<br />
The day of the class trip came. As soon as<br />
Hazel saw the life-size model of a T-rex, she was in<br />
heaven! Then there was the huge triceratops skull and<br />
the oviraptor egg!<br />
1<br />
Hazel loved dinosaurs. She had dinosaur<br />
T-shirts, a dinosaur backpack, and even dinosaur sheets!<br />
That’s why she was excited to go to the Natural History<br />
Museum with her class.<br />
6<br />
Before the class left the museum, they visited<br />
the museum shop. In addition to a dinosaur T-shirt, Hazel<br />
bought a pair of socks with hieroglyphs on them.<br />
48<br />
The number is .<br />
long trousers<br />
and 3 4 top<br />
•<br />
shorts and<br />
vest top<br />
•<br />
snow<br />
outfit<br />
•<br />
T-shirt and<br />
shorts<br />
•<br />
4<br />
Hazel was surprised that ancient Egyptians took<br />
the time and care to wrap up a cat, mummify it, and place<br />
it in a tomb. This made her more curious about ancient<br />
Egyptian culture.<br />
3. Think of another number riddle that uses division clues.<br />
Write the clues and the answer on the lines.<br />
Teacher check<br />
5<br />
She decided to explore the exhibit. She quickly<br />
discovered she loved the picture writing, or hieroglyphs.<br />
She was drawn to the images of cats, snakes, owls, and<br />
other items she recognised in the ‘letters’.<br />
Prim-Ed Publishing www.prim-ed.com 978-1-84654-988-5 HIGHER-ORDER THINKING SKILLS – BOOK 3 63<br />
64<br />
•<br />
Tiffany<br />
(Central Africa)<br />
HIGHER-ORDER THINKING SKILLS – BOOK 3<br />
•<br />
Neil<br />
(Australia)<br />
•<br />
Arpad<br />
(England)<br />
•<br />
Cara<br />
(Canada)<br />
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155
Answers<br />
Page 68<br />
Page 73<br />
Page 78<br />
Maths machines<br />
Mathematics<br />
Building shapes<br />
Mathematics<br />
Race for the robot<br />
Mathematics<br />
determine: to work out using facts or what you observe<br />
visualise: to imagine how something will look<br />
organise: to arrange and <strong>order</strong> information to make it useful<br />
These maths machines multiply and divide when you put in a number. Then a number pops<br />
out showing the result. Look at the number that came out of the machine in this example,<br />
then complete the items below.<br />
9 ÷ 3 x 4 12<br />
Look at the shapes, then look at the figure in the box. Visualise how to put the shapes<br />
together to build the figure in the box. Circle each shape needed and write how many<br />
of that shape are needed. Draw the shapes on the figure.<br />
1.<br />
Read the text.<br />
Tony and Hyo live in the USA. They each want to save $45.00<br />
to buy the Mega-Wow Wonder Robot. They’re racing to see<br />
who will get the robot first. Tony saves $7.25 every week.<br />
Hyo saves $6.50 the first week. Each week after that,<br />
he will save 50 cents more than the week before.<br />
1. Determine what happened to the number that was put into the machine.<br />
2<br />
Organise your work to show how much money Tony and Hyo<br />
will save each week. Show the information in a list or on a<br />
chart. Use your list or chart to answer the questions.<br />
1. Show how much each boy has saved each week.<br />
$45.00<br />
6 x 4 ÷ 3 8<br />
2. Determine which number was put into the machine.<br />
18<br />
÷ 2 x 5 45<br />
Visualise another figure you could make using these shapes.<br />
Use at least three different shapes. Draw the figure and draw<br />
the shapes inside it.<br />
2.<br />
1<br />
Week<br />
1<br />
2<br />
3<br />
4<br />
5<br />
6<br />
7<br />
Tony<br />
$7.25<br />
$14.50<br />
$21.75<br />
$29.00<br />
$36.25<br />
$43.50<br />
$50.75<br />
Hyo<br />
$6.50<br />
$13.50<br />
$21.00<br />
$29.00<br />
$37.50<br />
$46.00<br />
3. Make your own maths machine that multiplies and divides.<br />
Then put in a number to show how your machine works.<br />
68 HIGHER-ORDER THINKING SKILLS – BOOK 3 978-1-84654-988-5 www.prim-ed.com Prim-Ed Publishing<br />
Page 81<br />
Field trip notes<br />
Science/<br />
English<br />
sort: to put things into groups<br />
Tiki is writing about a field trip her class took to a science museum. She wrote notes on a<br />
card for each thing she saw. She will write a paragraph about each area of the museum. Look<br />
at the note cards to work out the areas of the museum, then draw lines to sort the cards.<br />
peacock<br />
1.<br />
area:<br />
gravity<br />
Animals<br />
flood<br />
motion<br />
wind<br />
2.<br />
area:<br />
elephant<br />
Forces<br />
friction<br />
storm<br />
koala<br />
3.<br />
area:<br />
electricity<br />
Weather<br />
armadillo<br />
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Page 87<br />
What is it?<br />
infer: to work out using observation and what you know<br />
English<br />
Teacher check<br />
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Page 82<br />
First work out the secret code. Here is a sentence written in the code.<br />
82<br />
Riddle me this<br />
solve: to find a solution to a problem<br />
in words: I am eight years old.<br />
in code: 9 1 13 5 9 7 8 20 25 5 1 18 19 15 12 4.<br />
1. What is the secret to the code?<br />
Now use the same code to decode the answers to solve the riddles.<br />
2. Riddle: What belongs to you but is used more by others?<br />
25 15 21 18 14 1 13 5<br />
3. Riddle: What does everyone have but can never lose?<br />
1 19 8 1 4 15 23<br />
Use the code to write a secret message of your own.<br />
4. message:<br />
in code:<br />
HIGHER-ORDER THINKING SKILLS – BOOK 3<br />
English<br />
The numbers match the <strong>order</strong><br />
of the letters in the alphabet.<br />
y o u r n a m e<br />
a s h a d o w<br />
Page 88<br />
Fraction flowers<br />
create: to make something new<br />
Teacher check<br />
978-1-84654-988-5 www.prim-ed.com Prim-Ed Publishing<br />
Mathematics<br />
2. Who will save $45.00 first?<br />
78<br />
How many weeks will it take?<br />
3. How long will it take the other boy to reach his goal?<br />
HIGHER-ORDER THINKING SKILLS – BOOK 3<br />
Page 83<br />
Pet match<br />
Hyo<br />
6<br />
determine: to work out using facts or what you observe<br />
7 weeks<br />
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Mathematics<br />
Blake, Micah, Sophie and Tracy each have different pets. Read the clues and match each<br />
pet on the chart with the correct child. Mark the boxes to help you. Use X to show which<br />
pets a child could not have and a to show which pet he/she could have. Determine each<br />
child’s pets by drawing or listing them at the bottom of the page.<br />
Blake’s pet has four legs and barks.<br />
Micah’s pet has legs.<br />
Sophie’s pet is the best swimmer.<br />
Tracy’s pet has eight legs and spins webs.<br />
Blake<br />
Micah<br />
Sophie<br />
Tracy<br />
spider dog goldfish rat<br />
2. Blake’s pet Micah’s pet<br />
Sophie’s pet<br />
x x x<br />
x x x<br />
x x x<br />
x x x<br />
Teacher check<br />
Tracy’s pet<br />
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Review sample<br />
Page 89<br />
Melting over time<br />
determine: to work out using facts or what you observe<br />
Science<br />
Use clues in the sentence to infer what the made-up underlined<br />
word means, then draw a line to match the sentence to a picture.<br />
1. Don’t drop the carton of oxgefs!<br />
They will break!<br />
2. I need another ruztgewt on<br />
my bed because I’m cold.<br />
3. They picked a bucketful of juicy<br />
nulkervs at the farm!<br />
4. That pizt is the only warm thing<br />
Aly wore in the snow.<br />
5. Sam was up late reading his<br />
new yedirk last night.<br />
6. Jada’s grandmother gave her<br />
a lovely gold aklife that she<br />
had worn as a child.<br />
7. The Chens were surprised to<br />
see a blurfesh in their garden.<br />
Colour the flower petals to match the fractions.<br />
1. 1 2 blue<br />
2. 1 3<br />
B B<br />
purple<br />
1<br />
2 orange 2<br />
3 yellow<br />
O<br />
O<br />
3. 1 3 orange<br />
4. 1 6 blue<br />
2 R<br />
3 red 2<br />
6 purple<br />
O O<br />
R R<br />
R<br />
3<br />
6 red<br />
Create two more fraction flowers. Write the fractions that describe how much of the flower<br />
each colour makes up.<br />
5. 6.<br />
Teacher check<br />
P<br />
Y Y<br />
R<br />
B P<br />
R P<br />
R<br />
Marie placed two thermometers—one inside, one outside.<br />
She wanted to know where it would be warmer. Read the<br />
information in the table and examine the thermometers.<br />
Determine how the temperature will affect the substances.<br />
Melting facts<br />
Substance Melting point ( o C)<br />
Ice 0<br />
Chocolate 30<br />
Butter 32<br />
Ice cream 0.5<br />
Cheese 65<br />
Crayon 49<br />
1. Describe the temperatures on the thermometers.<br />
Marie’s thermometers<br />
Inside temperature<br />
2. Which items will melt if Marie leaves them outdoors? How do you know?<br />
3. Which items will melt if Marie leaves them indoors? How do you know?<br />
F<br />
120<br />
100<br />
80<br />
60<br />
40<br />
20<br />
0<br />
C<br />
50<br />
40<br />
30<br />
20<br />
10<br />
0<br />
-10<br />
-20<br />
Outside temperature<br />
The inside temperature reads 24 o C and the<br />
outside temperature is 31 o C. It is warmer outside<br />
than inside.<br />
The ice, chocolate and ice cream will melt if<br />
left outside, because the melting point is below<br />
31 o C.<br />
The ice and ice cream will melt if left inside,<br />
because the melting point is below 24 o C.<br />
F<br />
120<br />
100<br />
80<br />
60<br />
40<br />
20<br />
0<br />
C<br />
50<br />
40<br />
30<br />
20<br />
10<br />
0<br />
-10<br />
-20<br />
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88<br />
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156<br />
HIGHER–ORDER HIGHER-ORDER THINKING SKILLS SKILLS – BOOK – BOOK 3 3<br />
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W<br />
N<br />
S<br />
E<br />
W<br />
N<br />
S<br />
E<br />
Answers<br />
Page 90<br />
Page 91<br />
Page 93<br />
Earth Club<br />
Citizenship<br />
Pirate McGrab<br />
Mathematics<br />
Dino bones<br />
Logic<br />
persuade: to make someone want to do something<br />
experiment: to try doing things to see what works<br />
assemble: to put parts together<br />
The Earth Club will vote for its next project. They will choose from three activities.<br />
Pirate McGrab is planning to bury eight sacks of gold on a deserted island. He wants to bury<br />
the gold in eight different places. To make it harder for someone else to find all his treasure,<br />
no more than two sacks can lie on the same line in any horizontal, vertical or diagonal row.<br />
For instance, you can’t bury them like these examples:<br />
No<br />
X X No<br />
Look at the puzzle picture and the five pieces. Think about where each piece belongs to<br />
assemble the puzzle and write the letter of the piece in the space where it belongs.<br />
1.<br />
B<br />
plant trees pick up rubbish make bird feeders<br />
X X X<br />
No<br />
X<br />
X<br />
X<br />
X<br />
D<br />
A<br />
1. Which project would you vote for?<br />
Write three sentences to persuade others to vote for the same project.<br />
2.<br />
pick up rubbish<br />
It’s very easy to do and doesn’t take a long time.<br />
Experiment with different places on the map. Draw eight Xs on the map to show where the<br />
gold could be buried.<br />
Teacher check; for example,<br />
E<br />
C<br />
3.<br />
4.<br />
5.<br />
90<br />
It makes the neighbourhood look much better<br />
quickly.<br />
It keeps rubbish out of places where it could hurt<br />
wildlife.<br />
Ms Yoneda, the teacher in charge of the Earth Club, says that the club doesn’t have<br />
enough money to do the project you want. How would you respond?<br />
We could try to get parents or businesses to<br />
donate rubbish bags and gloves. We will make<br />
their neighbourhoods or shops look great!<br />
HIGHER-ORDER THINKING SKILLS – BOOK 3<br />
Page 94<br />
94<br />
Turning up the heat<br />
theorise: to have an idea why or how something happens<br />
HIGHER-ORDER THINKING SKILLS – BOOK 3<br />
978-1-84654-988-5 www.prim-ed.com Prim-Ed Publishing<br />
Pedro noticed that the temperature of water he used was different.<br />
Look at the data he collected and theorise the reasons water changes<br />
temperature to answer the questions.<br />
Water temperature of 1 cup of water<br />
drinking water from the refrigerator 6 °C<br />
water in dog’s water bowl 20 °C<br />
water from shower 40 °C<br />
1. Why do you think the temperatures are different?<br />
2. If Pedro wanted to have a cup of water that is 30 °C, how could he get it<br />
using the cups of water in the table?<br />
3. What is another way he could get a cup of 30 °C water?<br />
Science<br />
One was cooled, one was heated and one was at<br />
room temperature<br />
He could mix water from the shower and the<br />
dog’s bowl.<br />
He could let the shower water sit out and cool off.<br />
4. If he mixed the water from the refrigerator and the shower together, how hot do<br />
you think it would be?<br />
Teacher check<br />
Explain your answer.<br />
Teacher check<br />
Page 101<br />
Rules of the game<br />
infer: to work out using observation and what you know<br />
100 º C<br />
90 º C<br />
80 º C<br />
70 º C<br />
60 º C<br />
50 º C<br />
40 º C<br />
30 º C<br />
20 º C<br />
10 º C<br />
978-1-84654-988-5 www.prim-ed.com Prim-Ed Publishing<br />
0 º C<br />
Mathematics<br />
Prim-Ed Publishing www.prim-ed.com 978-1-84654-988-5 HIGHER-ORDER THINKING SKILLS – BOOK 3 91<br />
Page 95<br />
What’s wrong with this map?<br />
examine: to look at closely<br />
Geography<br />
Examine all parts of the map of the Australian state of Canberra below. Examine the<br />
symbols in the map key, then circle anything that doesn’t make sense on the map.<br />
Prim-Ed Publishing www.prim-ed.com 978-1-84654-988-5 HIGHER-ORDER THINKING SKILLS – BOOK 3 95<br />
Page 102<br />
Prove it!<br />
prove: to show that something is true or false<br />
English<br />
A B C D E<br />
2. How did you decide where piece A goes?<br />
It looks like part of the dinosaur’s back, but it<br />
doesn’t have any of its head.<br />
Prim-Ed Publishing www.prim-ed.com 978-1-84654-988-5 HIGHER-ORDER THINKING SKILLS – BOOK 3 93<br />
Page 96<br />
Read this poem, called a haiku. Haikus are usually written about nature.<br />
A haiku has three lines, with each line a certain length.<br />
96<br />
Land and water haikus<br />
revise: to improve something by changing it<br />
Mountains rise so high<br />
I wonder if they’re lonely<br />
Say hi to the sun<br />
HIGHER-ORDER THINKING SKILLS – BOOK 3<br />
(5 syllables)<br />
(7 syllables)<br />
(5 syllables)<br />
Now read these three poems about land and water features.<br />
Circle the haiku, then revise the others to make them haikus.<br />
1. Icebergs are very slow<br />
They don’t rush very much<br />
They’re like inchworms, but ice<br />
2. Streams chatter softly<br />
Raindrops landed in one place<br />
Flowing with their friends<br />
3. They make echoes inside<br />
What secrets are hidden in there?<br />
Caves are dark and scary<br />
Review sample<br />
Page 103<br />
Dinosaur fun<br />
prioritise: to work out what is most important<br />
English/<br />
Geography<br />
Icebergs move slowly<br />
They are not in a hurry<br />
Inchworms made of ice<br />
Echoes bounce around<br />
What mysteries are inside?<br />
Dark and scary caves<br />
978-1-84654-988-5 www.prim-ed.com Prim-Ed Publishing<br />
Mathematics<br />
Two people are playing a card game. Look at each player’s cards and infer the rules of the<br />
game to answer the questions.<br />
Each player starts with five cards.<br />
Player 1 Player 2<br />
Player 1 throws away and picks up .<br />
Player 2 throws away and picks up .<br />
Player 1 puts down<br />
and points.<br />
gets 30<br />
Think about the statement and decide whether or not it is always true. Write T for true or F for<br />
false next to it. If the statement is false, write an example to prove that the statement is false.<br />
1. People who can’t read maps always get lost.<br />
Teacher check<br />
2. All teachers are women.<br />
Teacher check<br />
3. People need water to live.<br />
Teacher check<br />
F<br />
T<br />
F<br />
Your family is at a dinosaur park. The park closes at 5.00 p.m.<br />
It is 3.15 p.m. You still want to do the following:<br />
Ride-a-Dino<br />
Time it will take:<br />
Ride on top of a life-size dinosaur.<br />
15 minutes<br />
Dino Dig<br />
Dig in a pit to find dinosaur fossils.<br />
25 minutes<br />
Dinosaur Valley<br />
Take a tour of a dinosaur-filled valley. 35 minutes<br />
3-D Dinos<br />
Meet dinosaurs in an interactive film.<br />
10 minutes<br />
T-Rex T-shirts<br />
Paint your own dinosaur T-shirt.<br />
30 minutes<br />
Dino Safari<br />
Take a boat ride and look for dinosaurs. 20 minutes<br />
Player 2 puts down<br />
and gets 15 points.<br />
All the used cards are put in a pile, and each player gets five new cards.<br />
Each player gets five cards. They<br />
can replace some of the cards. They put down<br />
some cards and get points.<br />
Add up the numbers on cards<br />
that go in <strong>order</strong> without a break.<br />
1. How is the game played?<br />
2. How is the game scored?<br />
4. Everyone prefers texting to calling.<br />
Teacher check<br />
5. Earth never stops turning.<br />
Teacher check<br />
T<br />
F<br />
Make a schedule that lets you do as many activities as possible. Prioritise the activities from<br />
most to least important and include the start and finish times for each activity.<br />
Teacher check; for example,<br />
Activity Start time Finish time<br />
3-D Dinos<br />
Dino Dig<br />
Dinosaur Valley<br />
Ride-a-Dino<br />
Dino Safari<br />
3.15<br />
3.25<br />
3.50<br />
4.25<br />
4.40<br />
3.25<br />
3.50<br />
4.25<br />
4.40<br />
5.00<br />
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102<br />
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157
Broken Hill<br />
Mildura<br />
Tibooburra<br />
Mungo National Park<br />
Bourke<br />
Albury<br />
Wagga<br />
Wagga<br />
Boggabilla<br />
Yetman<br />
Moree<br />
Inverell<br />
Walgett<br />
Narrabri<br />
N amoi<br />
Dubbo<br />
Orange<br />
Batemans<br />
Bay<br />
Tamworth<br />
Port Macquarie<br />
Taree<br />
Nowra<br />
AUSTRALIAN<br />
Narooma<br />
CAPITAL<br />
TERRITORY<br />
Merimbula<br />
Casino Byron<br />
Bay<br />
Grafton<br />
Coffs Harbour<br />
Page 104<br />
Page 106<br />
Answers<br />
Page 108<br />
Stay safe<br />
Science<br />
On the go!<br />
Mathematics/<br />
Geography<br />
Wrapping with ribbon<br />
Mathematics<br />
examine: to look at closely<br />
<strong>order</strong>: to list things in a certain way<br />
assess: to work out whether something is correct<br />
Examine the picture. Look for something dangerous that is about to happen. Circle the<br />
dangerous part and explain what could happen. Then write a way to prevent the problem.<br />
Pretend you play secondary school basketball in Tokyo, Japan. You travel to different<br />
cities to play other teams. Look at the map to see the cities you will go to.<br />
Megan wrapped three boxes of chocolates that were all the same size.<br />
Megan is working out how much ribbon she will need. Read the problems.<br />
6 cm<br />
1. 2.<br />
1. Megan wrapped one box with ribbon.<br />
The bow needed 10 cms of ribbon.<br />
How much ribbon did she use in all?<br />
12 cm<br />
2 cm<br />
Work space<br />
Teacher check<br />
Teacher check<br />
12 + 12 + 2 + 2 = 28 cm for length<br />
6 + 6 + 2 + 2 = 16 cm for width<br />
10 cm for bow<br />
28 + 16 + 10 = 54<br />
3. 4.<br />
Megan used<br />
54<br />
cm of ribbon.<br />
Teacher check<br />
Teacher check<br />
104 HIGHER-ORDER THINKING SKILLS – BOOK 3 978-1-84654-988-5 www.prim-ed.com Prim-Ed Publishing<br />
Page 114<br />
It’s just a phase<br />
analyse: to look at closely for patterns and relationships<br />
Read the text.<br />
Aisha learned that the moon travels around Earth. Each trip takes about a<br />
month, so the part of the moon that we see changes every night, then the<br />
pattern repeats the next month.<br />
Aisha observed the moon’s phases every few days for one month.<br />
She made drawings of the moon’s shape, but her dog ate three of the<br />
drawings! Aisha put the rest of the drawings in <strong>order</strong>.<br />
Analyse the drawings. Follow the pattern to draw the missing three pages.<br />
May 2 May 5 May 9 May 11 May 14<br />
May 17 May 20 May 23 May 26 May 29<br />
114 HIGHER-ORDER THINKING SKILLS – BOOK 3<br />
Page 118<br />
Gabby’s garden<br />
compare: to look for things that are the same or different<br />
Science/<br />
Mathematics<br />
978-1-84654-988-5 www.prim-ed.com Prim-Ed Publishing<br />
Mathematics<br />
2. Megan stacked two boxes and<br />
wrapped them together. She said,<br />
Order the cities from the closest to the farthest away.<br />
‘I’ll need twice as much ribbon since<br />
I have two boxes instead of one’.<br />
1.<br />
5.<br />
Assess Megan’s thinking. Do you agree with her? yes no<br />
2.<br />
6.<br />
Explain your answer.<br />
3.<br />
7.<br />
Teacher check<br />
4.<br />
8.<br />
106<br />
Saitama<br />
Yokohama<br />
Nagoya<br />
Sendai<br />
HIGHER-ORDER THINKING SKILLS – BOOK 3<br />
Page 115<br />
Map grid<br />
1. Label each square<br />
of the map.<br />
2. Griffith is in 2C.<br />
Write it on the map.<br />
3. In which square is<br />
New South Wales’s<br />
capital?<br />
4C<br />
Map Key<br />
capital<br />
city<br />
river<br />
A<br />
B<br />
C<br />
D<br />
W<br />
Osaka<br />
Matsue<br />
Hiroshima<br />
Sapporo<br />
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N<br />
S<br />
E<br />
Darling River<br />
Lachlan<br />
Murrumbidgee River<br />
Macquarie<br />
River<br />
River<br />
River<br />
Canberra<br />
Mathematics/<br />
Geography<br />
Sydney<br />
Newcastle<br />
Wollongong<br />
108<br />
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me laugh and smile. They were very lively as they chased each<br />
NEW SOUTH WALES<br />
other’s tails and jumped on their mother. Go and see them! You won’t be<br />
1 2 3 4<br />
disappointed! I know you will love them!<br />
1A 2A 3A 4A<br />
1B<br />
1C<br />
1D<br />
2B<br />
2C<br />
Griffiths<br />
2D<br />
3B<br />
3C<br />
3D<br />
4B<br />
4C<br />
4D<br />
Page 117<br />
What does it mean?<br />
deduce: to use facts to work something out<br />
infer: to work out using observation and what you know<br />
Look at the map of New South Wales, in Australia, then complete the items.<br />
Pretend you are a detective. Find clues that will help you<br />
infer the meaning of the bold words in the article below.<br />
This map is on a grid. A grid helps you find places on a map. A grid’s<br />
lines form squares. Each square has a code name, but the code<br />
Underline each clue, then draw an arrow to the word that<br />
names are missing from this map.<br />
the clue helps you understand. One has been done for you.<br />
Read these clues and look for a pattern.<br />
1.<br />
New tiger cubs at the zoo<br />
Deduce the code names for each square.<br />
The new tiger cubs at the zoo will amaze you. You won’t believe how<br />
Bourke is in 2A.<br />
1C has Mildura and Mungo National Park.<br />
Merimbula is in 3D. The south end of the Namoi River is in 4B.<br />
cute they are. It will amuse you to watch them play. They really made<br />
Now use the clues to infer the meaning of each word.<br />
Draw a line from each word to its meaning.<br />
?<br />
2. amaze • • full of energy<br />
3. amuse • • sad or let down<br />
4. lively • • to surprise<br />
5. disappointed • • to entertain<br />
!<br />
Prim-Ed Publishing www.prim-ed.com 978-1-84654-988-5 HIGHER-ORDER THINKING SKILLS – BOOK 3 115<br />
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Review sample<br />
Page 119<br />
Creepy crawlies<br />
Science<br />
Page 122<br />
Be an editor!<br />
classify: to put things into groups that have something in common<br />
justify: to give a good reason for something<br />
English<br />
English<br />
Gabby planted tomatoes, carrots and beans.<br />
Here is a map of her garden. The shaded areas<br />
show where Gabby planted her vegetables.<br />
Look at the map and complete the items.<br />
tomatoes<br />
beans<br />
Read about caterpillars and worms and look closely at the pictures.<br />
caterpillar<br />
worm<br />
Read the paragraph. Cross out the sentence that does not belong, then write to justify why it<br />
does not belong.<br />
1. Aunt Penny is my favourite aunt. I like her better than my other aunts.<br />
She’s fun to be around and always makes me laugh. Also, she listens<br />
and is kind when I am upset about something.<br />
It says the same thing as the first sentence.<br />
carrots<br />
They don’t look like it, but caterpillars Worms hatch from eggs. They spend<br />
are baby butterflies or moths. They most of their time oozing across or<br />
hatch from eggs and spend their lives under the ground. They eat dirt and<br />
walking on branches or stems, eating dead plant parts. They grow from short<br />
leaves. Then they spin silk threads into worms to long worms, and they look<br />
a cocoon. After a long nap, they come the same their entire lives.<br />
out of the cocoon with wings.<br />
Classify each animal as a caterpillar or a worm.<br />
2. Lionfish are beautiful fish. They have red and white stripes<br />
and spiny fins that flutter in the water. They also have a<br />
deadly sting. Lions can be deadly, but they don’t sting.<br />
Lionfish are taking over parts of the ocean because they<br />
do not have any enemies.<br />
The paragraph is about a fish, not lions.<br />
1. Compare the shaded areas. Which kind of vegetable takes up the most<br />
space in the garden? tomatoes Explain how you know.<br />
There are 30 small squares in that part. There<br />
are only 25 and 24 in the other two parts.<br />
2. Gabby will plant corn next. Decide where the corn will go and shade the<br />
area. Is the corn’s area greater than, less than, or equal to each of the<br />
other areas?<br />
Teacher check<br />
1. 2.<br />
worm<br />
3. 4.<br />
caterpillar<br />
5. 6.<br />
caterpillar<br />
worm<br />
worm<br />
caterpillar<br />
3. Our neighbour, Mr Ben, has an amazing garden. He grows wildflowers<br />
and vegetables such as green beans, carrots, tomatoes and turnips.<br />
He waters the plants and pulls out all the weeds. Mr. Ben has a new cat.<br />
The paragraph is about his garden, not his cat.<br />
4. Our classroom paint set has eight colours, but you can make all the colours<br />
you want. If you mix two colours, you get a new colour. You can make many<br />
more colours. For example, if you mix green and blue, you can make aqua.<br />
It repeats part of the first sentence.<br />
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122<br />
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Answers<br />
Page 126<br />
Page 127<br />
Page 128<br />
Cake cube puzzler<br />
Mathematics<br />
Swimming in plastic<br />
English<br />
Rainforest hike<br />
Mathematics<br />
visualise: to imagine how something will look<br />
represent: to show in a drawing or a graph or with a symbol<br />
generate: to make something<br />
Read the text and look at the picture.<br />
Chef Marta baked a cake in the shape of a<br />
cube. She then covered the top and sides<br />
with delicious icing. Chef Marta cut the<br />
cake into 27 equal pieces and put each on<br />
a plate.<br />
Visualise what the pieces looked like on their plates.<br />
How many pieces had icing on 3 sides, 2 sides, 1 side<br />
or none at all?<br />
Work space<br />
Read the text, then represent the information.<br />
1. Circle the topic, or what the text is about,<br />
then underline all the details that tell about it.<br />
Have you ever heard about the giant<br />
‘garbage patches’ in the Pacific Ocean? They are collections of<br />
floating litter between North America and Japan. They contain<br />
large objects such as plastic bottles and fishing nets. However,<br />
Some tourists were hiking through a rainforest. They were hoping to find the animals<br />
shown below. Suddenly, they spotted some of them!<br />
tarantula<br />
beetle<br />
tree frog<br />
toucan<br />
8 legs<br />
6 legs<br />
4 legs<br />
2 legs<br />
1. icing on 3 sides: pieces<br />
2. icing on 2 sides: pieces<br />
3. icing on 1 side: pieces<br />
4. no icing: pieces<br />
126<br />
4<br />
12<br />
9<br />
2<br />
HIGHER-ORDER THINKING SKILLS – BOOK 3<br />
Page 130<br />
130<br />
Old story, new story<br />
HIGHER-ORDER THINKING SKILLS – BOOK 3<br />
Teacher check<br />
infer: to work out using observations and what you know<br />
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English/History HASS<br />
Read the sentences. They are from a historical fiction story or a modern fiction story. Infer<br />
which type of story each sentence is from and draw a line.<br />
1. Father fed the horses and hitched<br />
them to the buggy for our big trip<br />
into town.<br />
2. After two hours at the shops, Nandita<br />
was ready for the new school year.<br />
3. I took a peek at what was on the<br />
plate covered in foil in the fridge.<br />
4. ‘We’re starting to lose the sun’,<br />
Mama noted. ‘Would you please<br />
light the candles, Ellen?’<br />
5. As Pablo sped down the street,<br />
he didn’t notice that he went<br />
through a red light.<br />
6. Never before had Yael been so<br />
excited to go to the airport!<br />
7. ‘I beg your pardon, sir’, spoke the<br />
soldier, ‘but I bring an important<br />
message from the king’.<br />
Page 134<br />
World weather<br />
interpret: to decide what something means<br />
historical fiction story<br />
modern fiction story<br />
978-1-84654-988-5 www.prim-ed.com Prim-Ed Publishing<br />
Geography<br />
most of the plastic is tiny pieces that are hard to see. All of this<br />
garbage is harmful to ocean life.<br />
2. Now represent the information that you circled and underlined.<br />
Teacher check<br />
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Page 131<br />
The golden lion tamarin<br />
organise: to arrange and <strong>order</strong> information to make it useful<br />
English/Science<br />
Kazuko is learning about an unusual animal called the golden lion tamarin. She read about<br />
it in three different sources and took notes. Read her notes, then organise her notes into<br />
paragraph topics. One has been started for you.<br />
Source 1: magazine<br />
Facts<br />
1. body like a monkey<br />
2. eats insects<br />
3. lives in groups<br />
4. lives in Brazil<br />
Source 2: zoo<br />
Facts<br />
5. face and fur like a lion<br />
6. habitat is the rainforest<br />
7. has long fingers and nails<br />
8. eats fruit<br />
Source 3: Internet<br />
Facts<br />
9. eats frogs and lizards<br />
10. tamarins work together<br />
11. they all take care of babies<br />
Paragraph 1 topic:<br />
How they look<br />
Facts to include:<br />
numbers 1,<br />
5, 7<br />
Paragraph 2 topic:<br />
What they eat<br />
Facts to include:<br />
numbers<br />
2, 8, 9<br />
Paragraph 3 topic:<br />
How they live<br />
Facts to include:<br />
numbers<br />
3, 4, 6, 10, 11<br />
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Page 136<br />
Mathematics/<br />
Logic<br />
If they saw 12 legs, what animals could they have seen? Generate as many sets<br />
of animals as possible. Also write how many legs each animal in each set has.<br />
One example has been done for you.<br />
1 tarantula, 2 toucans (legs: 8, 2, 2)<br />
1 tarantula, 1 tree frog (legs: 8, 4)<br />
2 beetles (legs: 6, 6)<br />
1 beetle, 1 tree frog, 1 toucan (legs: 6, 4, 2)<br />
1 beetle, 3 toucans (legs: 6, 2, 2, 2)<br />
3 tree frogs (legs: 4, 4, 4)<br />
2 tree frogs, 2 toucans (legs: 4, 4, 2, 2)<br />
1 tree frog, 4 toucans (legs: 4, 2, 2, 2, 2)<br />
6 toucans (legs: 2, 2, 2, 2, 2, 2)<br />
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HIGHER-ORDER THINKING SKILLS – BOOK 3<br />
Page 133<br />
At the post office<br />
experiment: to try doing things to see what works<br />
Read the text and answer the questions.<br />
Enami went to the post office to<br />
buy stamps. When Enami told<br />
the clerk exactly how many<br />
she needed, the clerk said,<br />
‘I can give you three full<br />
sheets of stamps and four<br />
single stamps, or I can<br />
give you two full sheets<br />
and 16 single stamps’.<br />
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How many stamps did Enami need? How many stamps were in a full sheet?<br />
Experiment with diagrams or different numbers to answer the questions.<br />
OR<br />
+<br />
+ +<br />
Review sample<br />
What talent!<br />
deduce: to use facts to work something out<br />
Work space<br />
+ +<br />
40 12<br />
Enami needed stamps. A full sheet contained stamps.<br />
Mathematics<br />
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Page 138<br />
When we meet again<br />
plan: to find a good way to do something<br />
Mathematics<br />
Mr. Shinju’s class asked their penfriends around the world about their weather today.<br />
Interpret the data they collected and answer the questions.<br />
April 6<br />
Climate zones<br />
Place Temperature Rainfall<br />
tropical very warm and very wet most of<br />
Kinshasa,<br />
32 °C 1<br />
Congo<br />
1 cm rainforest the year<br />
4<br />
Cairo, Egypt 27 °C none<br />
warm, lots of grassy plains, can<br />
grassland<br />
get lots of rain<br />
2<br />
Iowa, USA 19 °C cm 3 very different temperatures<br />
desert during the day (cold and hot),<br />
Queensland,<br />
little rainfall<br />
22 °C none<br />
Australia<br />
very cold all year, little rainfall or<br />
tundra<br />
Siberia, Russia 1 °C none<br />
plant life<br />
1. Which climate zone is Kinshasa probably in?<br />
Why do you think so?<br />
of rain.<br />
2. Which climate zone is Queensland probably in?<br />
3. Which place is most likely in a tundra climate zone?<br />
Why do you think so?<br />
tropical rainforest<br />
It is hot, and they’re getting a lot<br />
desert<br />
Why do you think so? It is dry there, but it isn’t cold, so<br />
it’s not in the tundra.<br />
in spring.<br />
Siberia<br />
It is very cold and dry there, even<br />
Triona, Sabra and Kendra are really talented! They entered a talent show, and they all<br />
won a prize! They each play a musical instrument. Read the clues and fill in the chart to<br />
deduce which instrument they play and which prize they won. The first clue has been<br />
marked for you.<br />
Sabra did not win first prize.<br />
Kendra did not win third prize.<br />
Triona does not play the trumpet.<br />
The guitar player won first prize.<br />
Kendra plays the trumpet or the flute.<br />
The trumpet player won second prize.<br />
flute trumpet guitar 1st prize 2nd prize 3rd prize<br />
Triona<br />
Sabra<br />
Kendra<br />
X X X X<br />
X X X X<br />
X X X X<br />
Write the correct instrument and prize beside each girl’s name.<br />
Instrument<br />
Prize<br />
Triona<br />
Sabra<br />
Kendra<br />
guitar 1st<br />
f lute 3rd<br />
trumpet 2nd<br />
Read the text.<br />
Andie and Sven both jog at the park. Andie<br />
goes every three days. Sven goes every five<br />
days. If Andie and Sven both went to the park<br />
on a Monday, on what day will they meet at<br />
the park again?<br />
1. Plan how you will solve the problem.<br />
Teacher check<br />
2. Carry out your plan.<br />
Mon Tues Wed Thur Fri Sat Sun<br />
Andie<br />
Sven<br />
Andie<br />
Sven<br />
Andie Sven Andie<br />
Andie Sven Andie<br />
Andie<br />
Tuesday<br />
3. Andie and Sven will meet again at the park on a .<br />
Sven<br />
134<br />
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136<br />
HIGHER-ORDER THINKING SKILLS – BOOK 3<br />
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159
Yadua<br />
Rakiraki<br />
Navua<br />
Beqa<br />
SUVA<br />
Kadavu<br />
Korovou<br />
Nausori<br />
Votua<br />
Nabouwalu<br />
Makogai<br />
Wakaya<br />
Levuka<br />
Batiki<br />
Naduri<br />
Sawaleke<br />
Labasa<br />
Sausavu<br />
Koro<br />
Nakodu<br />
Gau<br />
Nalral<br />
Matuku<br />
Moala<br />
Ahau<br />
Rotuma<br />
Ahau<br />
Rotuma<br />
Ono-i-lou<br />
Ono-i-lou<br />
Waya<br />
Waya<br />
Thikombia<br />
Naviti<br />
Loutoka<br />
Nacula<br />
Yanggeta<br />
Nadi<br />
Vatulele<br />
Somosomo<br />
Vatoa<br />
Waiyevu<br />
Qamea<br />
Totoya<br />
Labasa<br />
0 km 20 40 60 km<br />
Naduri Votua<br />
Rabi<br />
Somosomo<br />
Yasawa<br />
Thikombia<br />
Yadua<br />
Waiyevu<br />
Votua<br />
Ahau<br />
Sausavu<br />
Qamea<br />
Nacula<br />
Rotuma<br />
Somosomo<br />
Yasawa<br />
Yadua<br />
Taveuni<br />
Yanggeta<br />
Waiyevu<br />
Bligh Water<br />
Nabouwalu Sausavu<br />
Qamea<br />
Nacula<br />
Naviti<br />
Vanua Balavu<br />
Taveuni<br />
YanggetaWaya<br />
Bligh Water<br />
Nabouwalu<br />
Naviti<br />
Koro<br />
Vanua Balavu<br />
Rakiraki<br />
Lomaloma Labasa<br />
Naduri<br />
Rabi<br />
Korovu<br />
Makogai Nakodu<br />
Koro<br />
Mago<br />
Rakiraki Ba<br />
Vatukoula<br />
Lomaloma<br />
Loutoka<br />
Wakaya<br />
Votua<br />
Tuvuca<br />
Korovu<br />
Makogai Nakodu<br />
Somosomo<br />
Mago<br />
Ba<br />
Vatukoula<br />
Levuka<br />
Yasawa<br />
Cicia<br />
Yadua<br />
Nalral<br />
tarakau<br />
Waiyevu<br />
Loutoka<br />
Wakaya<br />
Tuvuca<br />
Sausavu<br />
Qamea<br />
Nadi<br />
Korovou<br />
Batiki<br />
Nacula<br />
Levuka<br />
Cicia<br />
Sawaleke<br />
Taveuni<br />
Nalral Yanggeta<br />
tarakau<br />
Nadi<br />
Korovou<br />
Batiki<br />
Bligh Water<br />
Nabouwalu Nayau<br />
Nausori<br />
Naviti<br />
SUVA<br />
Gau<br />
Sawaleke<br />
Sigatoka<br />
Waya<br />
Nayau<br />
Nausori<br />
Lakeba<br />
SUVA<br />
Gau<br />
Tubou Koro<br />
Navua<br />
Rakiraki<br />
Sigatoka<br />
Korovu<br />
Makogai Nakodu<br />
Beqa<br />
Lakeba<br />
Vatukoula<br />
Tubou<br />
Navua<br />
Ba<br />
Loutoka<br />
Wakaya<br />
Vatulele<br />
Beqa<br />
Levuka<br />
Moala<br />
Nalral<br />
Vatulele<br />
Nadi<br />
Korovou<br />
Batiki<br />
Moala<br />
Sawaleke<br />
Vaqava<br />
Namuka-i-Lau<br />
Thikombia<br />
Nausori<br />
Totoya<br />
Kabara<br />
Ono-i-lou<br />
SUVA<br />
Gau<br />
Vunisea<br />
Vaqava<br />
Namuka-i-Lau<br />
Sigatoka<br />
Fulqana<br />
Kadavu<br />
Totoya Matuku<br />
Kabara<br />
Oqea Levu<br />
Vunisea<br />
Navua<br />
Fulqana<br />
Vatoa Kadavu<br />
Matuku<br />
Beqa<br />
Oqea Levu<br />
Rabi<br />
Taveuni<br />
Ahau<br />
Rotuma<br />
Vatoa<br />
Yasawa<br />
Ba<br />
Sigatoka<br />
Cicia<br />
tarakau<br />
Bligh Water<br />
Mago<br />
Korovuto<br />
Vatukoula<br />
Yadua<br />
Rakiraki<br />
Navua<br />
Beqa<br />
SUVA<br />
Korovou<br />
Vunisea 0 km 20 40 60 km<br />
Vanua Balavu<br />
Lakeba<br />
Vaqava<br />
Kabara<br />
Nayau<br />
Kadavu<br />
Ahau<br />
LomalomaRotuma<br />
Tuvuca<br />
Tubou<br />
Nausori<br />
Namuka-i-Lau<br />
Fulqana<br />
Ono-i-lou<br />
Waya<br />
Votua<br />
Nabouwalu<br />
Naviti<br />
Loutoka<br />
Oqea Levu<br />
Makogai<br />
Wakaya<br />
Levuka<br />
Nadi<br />
Batiki<br />
Nacula<br />
Yanggeta<br />
Vatulele<br />
Vatoa<br />
Naduri<br />
Ono-i-lou<br />
Savusavu<br />
Sawaleke<br />
Yasawa<br />
Ba<br />
Sigatoka<br />
Labasa<br />
Koro<br />
Nakodu<br />
Gau<br />
Nalral<br />
Bligh Water<br />
Korovu<br />
Vatukoula<br />
Vunisea<br />
Matuku<br />
Yadua<br />
Vatulele<br />
Moala<br />
Thikombia<br />
Somosomo<br />
Waiyevu<br />
Qamea<br />
Vunisea<br />
Taveuni<br />
Vatoa<br />
Rakiraki<br />
Navua<br />
Beqa<br />
Naduri<br />
SUVA<br />
Kadavu<br />
Labasa<br />
Totoya<br />
Rabi<br />
Korovou<br />
Nausori<br />
Votua<br />
Nabouwalu<br />
Thikombia<br />
Kadavu<br />
Cicia<br />
tarakau<br />
Makogai<br />
Wakaya<br />
Levuka<br />
Batiki<br />
Rabi<br />
Sawaleke<br />
Mago<br />
Naduri<br />
Vanua Balavu<br />
Lakeba<br />
Vaqava<br />
Kabara<br />
Labasa<br />
Sausavu<br />
Koro<br />
Nakodu<br />
Gau<br />
Nalral<br />
0 km 20 40 60 km<br />
Lomaloma<br />
Nayau<br />
Matuku<br />
Tuvuca<br />
Moala<br />
Tubou<br />
Namuka-i-Lau<br />
Fulqana<br />
Thikombia<br />
Oqea Levu<br />
Somosomo<br />
Waiyevu<br />
Qamea<br />
Totoya<br />
0 km 20 40 60 km<br />
Rabi<br />
Taveuni<br />
Matuku<br />
Moala<br />
Cicia<br />
tarakau<br />
Totoya<br />
Mago<br />
Vanua Balavu<br />
Lakeba<br />
Vaqava<br />
Kabara<br />
Nayau<br />
Tubou<br />
Cicia<br />
tarakau<br />
Namuka-i-Lau<br />
Fulqana<br />
Mago<br />
0 km 20 40 60 km<br />
Lomaloma<br />
Tuvuca<br />
Vanua Balavu<br />
Lakeba<br />
Vaqava<br />
Kabara<br />
Oqea Levu<br />
0 km 20 40 60 km<br />
Lomaloma<br />
Nayau<br />
Tuvuca<br />
Tubou<br />
Namuka-i-Lau<br />
Fulqana<br />
Oqea Levu<br />
e a t<br />
sage<br />
S e a<br />
NTRAL<br />
IVISION<br />
R e e<br />
f<br />
Vanua<br />
Levu<br />
Page 140<br />
Natewa Bay<br />
140<br />
Fiji<br />
assemble: to put parts together<br />
Yasawa Islands<br />
e<br />
r G<br />
WESTERN DIVISION<br />
Viti<br />
Levu<br />
Kadavu Passage<br />
S<br />
t a<br />
CENTRAL<br />
DIVISION<br />
R<br />
a e<br />
HIGHER-ORDER THINKING SKILLS – BOOK 3<br />
f<br />
e e<br />
W E<br />
NORTHERN DIVISION<br />
Geography<br />
NORTHERN DIVISION S<br />
Vanua<br />
Levu<br />
WESTERN DIVISION<br />
Look at the puzzle pieces that are in place. Look at the remaining five pieces. Draw an<br />
arrow from WESTERN each DIVISION piece to assemble the rest of the puzzle.<br />
KORO SEA<br />
Vanua<br />
Levu<br />
KORO SEA<br />
CENTRAL<br />
Viti<br />
EASTERN DIVISION<br />
CENTRAL Levu DIVISION<br />
Viti<br />
EASTERN DIVISION<br />
Levu DIVISION<br />
WESTERN DIVISION<br />
KORO SEA<br />
SOUTH PACIFIC OCEAN<br />
Yasawa Islands<br />
NORTHERN DIVISION<br />
Northern<br />
Yasawa Islands<br />
Kadavu Passage<br />
Lau Group<br />
EASTERN DIVISION<br />
Southern Lau Group<br />
G r e<br />
Fiji<br />
Page 148<br />
148<br />
Slip ’n’ slide<br />
W<br />
a t S<br />
N<br />
S<br />
e a R<br />
G r e<br />
Kadavu Passage<br />
E<br />
Yasawa Islands<br />
e e f<br />
a t S<br />
e a R<br />
Vanua<br />
Levu<br />
Natewa Bay<br />
Yasawa Islands<br />
SOUTH PACIFIC NORTHERN OCEAN<br />
DIVISION<br />
SOUTH PACIFIC OCEAN<br />
Vanua<br />
Levu<br />
Natewa Bay<br />
KORO SEA<br />
SOUTH PACIFIC OCEAN<br />
WESTERN DIVISION<br />
Viti<br />
Levu<br />
G r e<br />
Northern<br />
Kadavu Passage<br />
a t S<br />
Southern Lau Group<br />
Northern<br />
e a R<br />
Lau Group<br />
CENTRAL<br />
DIVISION<br />
Lau Group<br />
EASTERN DIVISION<br />
Southern Lau Group<br />
978-1-84654-988-5 www.prim-ed.com Prim-Ed Publishing<br />
Viti<br />
Levu<br />
Kadavu Passage<br />
W<br />
e e f<br />
N<br />
N<br />
S<br />
E<br />
Natewa Bay<br />
KORO SEA<br />
SOUTH PACIFIC OCEAN<br />
KORO SEA<br />
model: to make a drawing of something that is happening<br />
SOUTH PACIFIC OCEAN<br />
Read the problem.<br />
e e f<br />
A snail is crawling up a slippery vine that<br />
is 14 cm long. Every 4 cm the snail<br />
travels, it stops to rest. Each time it rests,<br />
the snail slides back 1 cm. How many<br />
times will the snail rest before it<br />
reaches the top of the vine?<br />
Model the problem. Then solve it.<br />
G r e<br />
a t S<br />
CENTRAL<br />
DIVISION<br />
e a R<br />
Natewa Bay<br />
e e f<br />
Vanua<br />
Levu<br />
Northern<br />
Natewa Bay<br />
Lau Group<br />
Southern Lau Group<br />
Mathematics<br />
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14<br />
The snail will rest<br />
rest<br />
4<br />
HIGHER-ORDER THINKING SKILLS – BOOK 3<br />
rest<br />
rest<br />
times before it reaches the top of the vine.<br />
rest<br />
978-1-84654-988-5 www.prim-ed.com Prim-Ed Publishing<br />
W<br />
N<br />
S<br />
NORTHERN DIVISION<br />
Northern<br />
EASTERN DIVISION<br />
E<br />
NORTHERN DIVISION<br />
Lau Group<br />
Southern Lau Group<br />
Northern<br />
Lau Group<br />
EASTERN DIVISION<br />
W<br />
N<br />
S<br />
Southern Lau Group<br />
E<br />
Page 143<br />
W<br />
N<br />
S<br />
Tight fit<br />
E<br />
Answers<br />
visualise: to imagine how something will look<br />
Mathematics<br />
Look at the pieces below. Visualise how you can put them together to fill the empty square<br />
and circle the pieces you use. Draw the pieces on the square to show how they go together to<br />
make the square.<br />
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Page 151<br />
Animal population<br />
represent: to show in a drawing or a graph or with a symbol<br />
Science/<br />
Mathematics<br />
Carlos was studying the wildlife near his home. Look at the data in his table, then complete<br />
the items.<br />
Number of animals seen<br />
Animal Winter Spring<br />
robin 20 25<br />
deer 15 11<br />
mountain lion 5 7<br />
bullfrog 5 10<br />
1. Find a way to represent the change in population using a graph.<br />
Number<br />
of animals<br />
KEY<br />
winter<br />
spring<br />
25<br />
20<br />
15<br />
10<br />
robin deer mountain<br />
lion<br />
2. Which animal populations increased from winter to spring?<br />
3. Which animal population decreased?<br />
5<br />
0<br />
robins, mountain lion, bullfrog<br />
4. Why do you think this population decreased?<br />
The mountain lions ate them.<br />
deer<br />
bullfrog<br />
Prim-Ed Publishing www.prim-ed.com 978-1-84654-988-5 HIGHER-ORDER THINKING SKILLS – BOOK 3 151<br />
Page 146<br />
Read each pair of facts, then deduce a statement based on the facts.<br />
Circle the best statement.<br />
1. All dogs are mammals.<br />
All wolves are mammals.<br />
a. Therefore, all dogs are wolves.<br />
b. Therefore, dogs and wolves are similar.<br />
c. Therefore, wolves make good pets.<br />
2. All even numbers can be divided in half.<br />
The number 10 can be divided in half.<br />
a. Therefore, even numbers can be divided by 10.<br />
b. Therefore, half of 10 is even.<br />
c. Therefore, 10 is even.<br />
3. All cats purr.<br />
All Siamese are cats.<br />
a. Therefore, all Siamese purr.<br />
b. Therefore, all Siamese are happy.<br />
c. Therefore, all cats are Siamese.<br />
4. Gold Coast is a city in the state of Queensland, Australia.<br />
Queensland citizens must follow state laws.<br />
a. Therefore, Gold Coast citizens must follow Queensland laws.<br />
b. Therefore, Queensland citizens must follow Gold Coast laws.<br />
c. Therefore, laws of Gold Coast and Queensland are the same.<br />
5. All salmon are fish.<br />
All fish live in water.<br />
a. Therefore, all fish are salmon.<br />
b. Therefore, all salmon live in tanks.<br />
c. Therefore, all salmon live in water.<br />
146<br />
Putting facts together<br />
deduce: to use facts to work something out<br />
HIGHER-ORDER THINKING SKILLS – BOOK 3<br />
Review sample<br />
English/<br />
Logic<br />
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