Planet Maths 5th - Sample Pages

Elaine Burke

5th

A COMPLETE MATHS PROGRAMME FOR PR IMARY SCHOOLS

A COMPLETE MATHS PROGRAMMEFOR PRIMARY SCHOOLS

folensonline.ie

Planet Maths incorporates the best methodology for teaching mathematics and problem solving, with new features such as Real Life Maths sections, integrated digital resources and differentiated material to motivate every child.

Main features include:

Real Life Maths visible throughout the series

Problem Solving units and emphasis on pair and group work

Digital Activities for classroom use

Differentiation catered for all levels of ability

Self Assessment incorporating traffic light system

Curriculum Objectives listed in pupil book

This programme reflects the latest teaching methods in Primary and Post Primary education.

Also available for this programme:

• Satellite activity books to complement each title

• Updateable Teachers Resource Books

• A range of classroom ancillary material

• Teacher’s eBooks and integrated digital resources on www.folensonline.ie

PLA

NE

T M

AT

HS

5T

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A COMPLETE MATHS PROGRAMME FOR PRIMARY SCHOOLS

Elaine Burke

Author: Elaine Burke

Editor: Sarah Deegan

Design: Liz White Designs

Layout: Niamh Carey, Liz White Designs

Cover Design: Marian Purcell

Cover Illustrations: Brian Fitzgerald, Jeremiah McAuliffe

Illustrators: Alan Batley, Kerry Ingham, James Walmesley (GCI) and Tim Hutchinson

Photographs: Alamy, Dreamstime, Getty, Inpho, iStockphoto, Sportsfile, Stock.xchng, Thinkstock, Topfoto

ISBN: 978-1-84741-784-8

© Folens Publishers, 2011

First published in 2011 by: Folens Publishers, Hibernian Industrial Estate, Greenhills Road, Tallaght, Dublin 24.

Produced in Ireland by Folens Publishers.

The paper used in this book is sourced from managed forests.

Folens books are protected by international copyright laws. All rights reserved. The copyright of all materials in this book, except where otherwise stated, remains the property of the author(s). No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means (stencilling, photocopying, etc.) for whatever purpose, even purely educational, without the prior written permission of the publisher. The publisher reserves the right to change, without notice, at any time the specification of this product. The publisher has made every effort to contact copyright holders but if any have been overlooked we will be pleased to make any necessary arrangements. To the best of the publisher’s knowledge, information in this book was correct at the time of going to press. No responsibility can be accepted for any errors.

iiiIntroduction for Parents and Teachers

Planet Maths is a series of Maths textbooks, activity books and corresponding teacher’s manuals for Junior Infants to 6th Class. It is in line with the Revised Primary Curriculum and has been written by primary school teachers. Curriculum Strands, Strand Units and Objectives are detailed throughout. Blue teaching boxes introduce new concepts as they arise.

Planet Maths has been designed to provide students with challenging activities and enjoyable mathematical experiences to help them become confident mathematicians. Pupils using Planet Maths will experience mathematical learning through the following approach:

• Learning the new maths skills associated with a topic with the aid of explanation boxes and/or worked examples that introduce each new concept or operation;

• Practising and reinforcing new skills through drills and repetition, while also providing as much variety and stimulation as possible;• Exploring and applying their skills in ‘real life’ contexts and situations that are relevant, fun and stimulating to young minds.

‘Real life’ themed maths featuresThere are seven two-page ‘real life’ themed maths features spread throughout the 3rd to 6th Class textbooks. They are designed to bring Maths to life, making it more engaging for students by enabling them to use their skills in contexts that are refreshing, relevant and interesting to them. Each ‘real life’ feature uses the skills and knowledge that pupils have acquired in the preceding units.

Warm-Up ActivitiesA warm-up activity appears at the beginning of every new topic along with the instruction, ‘Listen to your teacher’. These game-like activities open each unit of the senior textbooks and are led by the teacher with directions from the accompanying teacher’s manual. Because they are conducted at the start of each unit, these activities provide a mental warm-up for students, preparing them to learn by focusing their attention on the teacher. Warm-up activities are based on the concepts and operations relevant to the topic.

Pair and Group WorkThe series recognises the value of collaborative learning and ample opportunities are provided throughout the textbooks for both pair work and group work. Maths puzzles suited to pairs, straightforward group activities and oral activities such as ‘pretend you are the teacher’ are used in the series.

Differentiation To promote ease of differentiation, a red line appears beside a selection of problems and sums in the 3rd to 6th Class textbooks that could prove more challenging for many pupils. Additionally, the 3rd to 6th Class textbooks contain Challenge Yourself problems designed to provide early finishers with extra stimulus and reward, and to assist with differentiation.

Self-AssessmentSelf-assessment is strong feature of the series. Pupils are encouraged to rate their own performance and understanding of a topic through the use of a traffic light system at the end of every page in each topic. Students can assess their performance at the end – red for difficultly, amber for improvement and green for full understanding.

Check Up Activities Each topic unit concludes with a page of concise check up activities designed to reinforce learning. Check ups include oral, operational, problem-solving and shared activities based on the topic at hand. Oral activities reinforce communicating and expressing as a mathematical skill, and vocabulary-based exercises assess the pupil’s understanding of the mathematical language used in the unit.

Mental MathsSeven dedicated Mental Maths units are placed strategically throughout the 3rd to 6th Class textbooks, with each one including a Multiple Choice component. Each section in Mental Maths contains a score box for pupils to rate their performance. This will encourage them to collaborate in their own progress and to recognise areas where more effort and assistance is needed.

The Teacher’s Manual accompanying this textbook includes:

• A guide providing comprehensive suggestions on how to make the best use of this series.• Oral and mental maths activity suggestions.• Maths language relevant to each topic.• Suggestions for using concrete materials and manipulatives.• Photocopiable activities for differentiation and extension exercises.• Photocopiable templates for practice and repetition of fundamental concepts.• Answers.• Assessment sheets.• Individual student profile sheets.• Class record sheets.

The activity books in the series contain supplementary and differentiation activities. Interactive activities for this series can also be found at: www.folensonline.ie.

iv Contents

Let’s Look Back ...............................................5

1 Place Value ............................................9

2 Operations ...........................................14

3 Data 1 ..................................................19

Shopping Online...........................................24

Mental Maths 1.............................................26

4 Multiplication 1 .....................................28

5 2D Shapes .............................................33

6 Division 1 ..............................................38

7 Fractions 1 ............................................45

Bright Star Pizza ............................................50

Mental Maths 2.............................................52

8 Fractions 2 ............................................54

9 Lines and Angles ...................................62

10 Decimals ...............................................67

11 Problem Solving ....................................72

Football Fever ...............................................76

Mental Maths 3.............................................78

12 Number Theory ....................................80

13 Multiplication 2 .....................................85

14 Length ...................................................90

15 Division of Decimals .............................95

Christmaths on Ice ......................................100

Mental Maths 4...........................................102

16 Time ...................................................104

17 Percentages 1 ......................................109

18 Money ................................................114

19 Percentages 2 ......................................119

Star Store ....................................................124

Mental Maths 5...........................................126

20 Area ....................................................128

21 Directed Numbers ...............................133

22 The Circle ...........................................138

23 Rules and Properties ............................143

Bloom’s Garden Centre ...............................148

Mental Maths 6...........................................150

24 Weight ................................................152

25 Number Sentences ..............................157

26 3D Shapes ...........................................162

27 Data 2 .................................................167

School Tour ................................................172

Mental Maths 7...........................................174

28 Capacity ..............................................176

29 Chance ...............................................181

Let’s Look Back ...........................................187

Glossary ......................................................191

Tables .........................................................193

Warm-up.

1. Round the attendances at the most recent concert held in these venues. (a) To the nearest 10. (b) To the nearest 100. (c) To the nearest 1,000.

Venue Attendance Nearest 10 Nearest 100 Nearest 1,000O2 Arena 8,454Olympia Theatre 9,891T.F. Royal Theatre 3,262The Black Box 2,777Odyssey Arena 7,802Vicar Street 949

2. (a) Which venue had the highest attendance?

(b) How many more people attended the O2 Arena than the Black Box?

(c) How many more people would have needed to attend the Black Box concert in order to make 3,000?

(d) Which attendance is closest to 8,000?

(e) Write the attendance numbers in order of size starting with the greatest.

Strand UnitStrandRevision

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Revision

5Let’s Look Back

1. Write the value of the underlined digits in numbers and words. (a) 307

(g) 5,674

(b) 158

(h) 2,367

(c) 286

(i) 4,443

(d) 459

(j) 7,621

(e) 1,024

(k) 6,900

(f) 8,999

(l) 3,4322. Peter leaves the bank with 5 money bags, each containing a different amount. Put the amounts

in order, starting with the least.

€9,587

€9,251

€9,002

€9,991

€9,544

Calculate the following.

1. (a) 3,415 (b) 5,671 (c) 4,309 (d) 6,732 (e) 4,446 (f) 1,650+ 2,341 – 3,678 – 1,267 – 2,367 + 4,789 + 6,790

2. (a) 853 + 4,560 + 45 = ___ (b) 39 + 2,341 + 675 = ___

(c) 7,865 – 347 = ___ (d) 9,873 – 467 = ___

(e) (2,436 + 951) – 1,340 = ___ (f) (4,500 + 88) – 2,000 = ___

B

C

A

My goal is to

revise

what I learned

in

4th class.


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Revision

Let’s Look Back

Find the pattern in each number sequence and continue them. (a) 2, 4, 6, ___, ___, ___

(c) 14,

12,

34, ___, ___, ___

(e) 2015, 2010, 2005, ___, ___, ___

(g) 10·05, 20·25, 30·45, ___, ___, ___

(b) 36, 33, 30, ___, ___, ___

(d) 6, 12, 18, ___, ___, ___

(f) 240, 200, 160, ___, ___, ___

(h) 112, 1

13, 1

16, ___, ___, ___

Complete the calculations.

1. (a) 38 (b) 78 (c) 80 (d) 567 (e) 347 (f) 287x 3 x 4 x 36 x 2 x 27 x 33

2. (a) 74 x 26 = ___ (b) 198 x 41 = ___ (c) 32 x 45 = ___ (d) 154 x 50 = ___

Divide. Some answers have remainders.1. (a) 84 ÷ 7 = ___

2. (a) 458 ÷ 9 = ___ (b) 40 ÷ 5 = ___

(b) 234 ÷ 8 = ___ (c) 392 ÷ 7 = ___

(c) 357 ÷ 2 = ___ (d) 355 ÷ 5 = ___

(d) 315 ÷5 = ___

Now try these.

1. (a) 13 of 15 (b)

14 of 24 (c)

12 of 20 (d)

58 of 64 (e)

25 of 40 (f)

23 of 30

2. (a) 510 = 2 (b)

39 = 3 (c)

410 = 5 (d)

212 = 6 (e)

610 = 5 (f)

48 = 2

1. Write each of these amounts using the € sign. (a) 159c (b) 280c (c) 453c (d) 309c (e) 956c (f) 867c

2. Write each of these amounts as cent. (a) €2.51 (b) €7.89 (c) €5.56 (d) €3.00 (e) €6.07 (f) €8.99

4. A bus ticket costs €7.45. What change would Tom get from €10 if he bought one?

5. A schoolbook costs €9.56. Your teacher needs to buy 8 for the class. How much money will she need?

1. Add or subtract.

(a) 4 hrs 03 mins + 7 hrs 54 mins = ___ (b) 6 hrs 45 mins + 2 hrs 29 mins = ___

(c) 6hrs 58mins – 4hrs 37mins = ___ (d) 9hrs 08mins – 5hrs 22mins = ___

2. The rock concert that Maria was attending started at 7:45pm. It ended 2 hours and 13 minutes later. At what time did it end?

3. Liam leaves for school in the morning at 8:15am. He always arrives at the school at exactly 9:03am. How long does the journey take him?

4. Emma was 1hr 17mins late for a 2:45pm appointment. What time did she arrive at?

A

B

C

D

E

F


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7Let’s Look Back

1. What fraction of each pizza has been eaten? (a) (b) (c) (d) (e) (f) (g)

2. Ring 25 of the cubes:

3. Find the whole number for each of these fractions.

(a) 13 is 4 (b)

56 is 30 (c)

112 is 12 (d)

38 is 27 (e)

12 is 15 (f)

14 is 6

4. Put each of these sets in order, starting with the greatest.

(a) 0·25, 15, 0·3,

45, 0·9

(c) 0·6, 78, 0·5, 0·75, 14

(b) 12,

35, 0·4, 1·0,

34

(d) 0·7, 112,

16, 0·2, 0·8

5. Write these fractions in decimal form.

(a) 110 (b)

910 (c)

35 (d)

14 (e)

12 (f)

34

6. Insert the correct sign, < or > or =, between each of these pairs of values.

(a) 12 ___ 0.55 (b) 0.2 ___

34 (c) 0.4 ___

35 (d)

110 ___ 0.01 (e) 0.25 ___

34

7. Put the numbers in their correct places on the number line.

15, 0·6,

12,

710, 0·9,

110

___ ___ ______ ______0 0.25 0.75 1

This table shows the results of a survey of 30 pupils in 5th class on their favourite 2D shape.

Shape

Number of votes 3 6 7 4 5 3 2

1. Name each shape in the table.

2. Draw a bar chart representing the data in the table.

3. Fill in the missing words.

(a) I am a triangle that has two equal sides. I am an ________ triangle.

(b) I have four sides that have the same length and I can look like a diamond. I am a ________.

(c) I am a triangle that has no equal sides. I am a ________ triangle.

(d) I am a shape with 6 equal sides. I am a ________.

(e) I am a shape with 8 equal sides. I am a ________.

A

B


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Revision

Let’s Look Back

1. Write the time for each of the clocks below. (a) (b) (c) (d) (e)

2. Write the times that are 25 minutes later than each of the times in question 1.

3. Write the times that are 25 minutes earlier than the times shown on the clock faces.

4. Identify the type of angle made on each clockface in question 1.

The image to the right shows the route travelled by Tim the milkman 5 days a week, starting and ending at X.

1. Calculate the distance Tim travels in kilometres each day and each week.

2. Tim starts work each day with 550 litres of milk. At stop 1 he delivers 60 ¬. At stop 2 he delivers 105 ¬. At stop 3 he delivers 215 ¬. How much does he have left at stop 4?

3. 1 crate of milk, carrying 20 litres, weighs 100kg. How much would (a) 1 litre (b) 5 litres (c) 10 litres (d) 15 litres weigh?

4. Write each of these amounts as millilitres.

(a) 2 ¬ 300m ¬

(e) 114 litres

(b) 8 ¬ 400m ¬

(f) 534 litres

(c) 5 ¬ 200m ¬

(g) 710 litres

(d) 312 litres

(h) 6·3 ¬

5. Write each of these amounts as litres using the decimal point.

(a) 2,460m ¬ (b) 8,900m ¬ (c) 450m ¬ (d) 210m ¬

6. Write each of these amounts as fractions of a litre. (a) 500m ¬ (b) 750m ¬ (c) 300m ¬ (d) 900m ¬ (e) 100m ¬

These grids show the areas of 3 sports fields.

1. Which field has the bigger area?

2. Calculate the perimeter of each field if each square has a side of 1m.

A

B

C

10km 5km

5km

5km

2.5km

2.5km2.5km

2.5km

X

Warm-up. Listen to your teacher.

8,840 1 thousand + 4 tens + 1 unit

Three thousand seven hundred and thirty-eight

8,6377 thousands + 3 hundreds

+ 5 tens + 2 units

Strand UnitStrand•501.1Read,writeandorderwholenumbers.

•502.1Identifyplacevalueinwholenumbers.

Obj

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Place Value

91

Place Value

Match the numbers in column 1 to the correct number in column 2.1. 4 hundreds + 5 tens + 6 units

2. Six thousand four hundred and thirty two

3. 984 rounded to the nearest 10

4. 7 tens + 8 units

5. 6 hundreds + 5 tens + 4 units

6. 3,000 + 200 + 40 + 6

7. Six thousand five hundred and forty one

8. 750 rounded to the nearest 100

9. 2 thousand subtract five hundred and thirty-five

10. 7,607 rounded to the nearest 1,000

(a) 6,432

(b) 800

(c) 78

(d) 1,465

(e) 3,246

(f) 8,000

(g) 980

(h) 654

(i) 456

(j) 6,541

Write in expanded form and then show the numbers on a notation board.

1. 4,567 = 4 thousands + 5 hundreds + 6 tens + 7 units =

2. 3,768 = ___ thousands + ___ hundreds + ___ tens + ___ units


4. 987 = ___ thousands + ___ hundreds + ___ tens + ___ units





Write each of these numbers in words.

1. (a) 450 (b) 1,809 (c) 794 (d) 4,806 (e) 6,081 (f) 9,009

B

C

D

My goal is t

o learn about

ten thousands.

Th H T U4 5 6 7

Th H T U

6 8 7 3

A



Obj

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Number

Place Value

Topic 1: Place Value

“There must have been thousands of people in Croke Park for the All-Ireland Football Final.”

“No, there were tens of thousands! 82,258 people to be exact!”

Look at this number on the notation board and in expanded form.

T th Th H T U8 2 2 5 8

8 ten thousands + 2 thousands + 2 hundreds + 5 tens + 8 units

Can you write this number in words?

Show each of the following numbers on a notation board. Write them in expanded form.

E.g. 34,407 = = 3 ten thousands + 4 thousands + 4 hundreds + 0 tens + 7 units

1. (a) 21,879 (b) 67,400 (c) 54,065 (d) 20,122 (e) 70,899 (f) 78,000

Write each of these numbers in words. E.g. 23,897 = Twenty-three thousand, eight hundred and ninety-seven.

1. (a) 11,877 (b) 27,700 (c) 94,015 (d) 30,132 (e) 80,889 (f) 38,000

2. (a) 53,068 (b) 50,008 (c) 70,408 (d) 40,404 (e) 60,467 (f) 10,000

Write the value of each of the underlined digits in figures. Then write them in words. E.g. 34, 678 = 4,000, four thousand 78,450 = 78,000, seventy-eight thousand

1. (a) 12,277 (b) 37,600 (c) 84,045 (d) 10,136 (e) 90,853 (f) 48,000

2. (a) 73,014 (b) 20,009 (c) 90,909 (d) 50,106 (e) 60,717 (f) 45,045

1. Put each of these sets of numbers in order, starting with the least. (a) 14,871 14,178 14,780 41,001 41,708 (b) 49,909 49,901 49,109 49,190 41,9902. Put each of these sets of numbers in order, starting with the greatest. (a) 34,367 34,398 34,124 34,766 34,233 (b) 76, 234 76,289 76,266 76,199 76,156

1. How many tens make up each of the underlined numbers? E.g. 53,786 = 300 tens

(a) 34,257 (b) 12,736 (c) 31,582 (d) 66,483 (e) 74,3312. How many hundreds make up the underlined numbers? (a) 12,000 (b) 28,457 (c) 38,442 (d) 41,720 (e) 57,1143. How many thousands make up the underlined numbers? (a) 14,995 (b) 22,268 (c) 87,119 (d) 64,189 (e) 94,769

Challenge

Yourself!

A

B

C

D

T th Th H T U3 4 4 0 7



Obj

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Place Value

11Topic 1: Place Value

Write each mystery number in digits and words.

1. This mystery number has: 4 in the units place, 7 in the ten thousands place, 7 in the hundreds place, 3 in the thousands place and 5 in the tens place.

2. This mystery number has: 5 in the hundreds place, 9 in the units place, 4 in the ten thousands place, 0 in the tens place and 1 in the thousands place.

3. This mystery number has: 6 in the tens place, 1 in the thousands place, 0 in the hundreds place, 9 in the units place and 8 in the ten thousands place.

4. This mystery number has: 3 in the thousands place, 2 in the units place, 9 in the hundreds place, 7 in the ten thousands place and 2 in the tens place.

Movie Magic has compiled a list of their most rented DVDs.

Lord of the Masters: 45,732 Hannah Botanica: 38,833

Attack of the Killer Bees: 23,888 Girls of NYC: 44,212

Shallow Dave: 10,657 High School Choir: 77,666

Ghosts: 39,945 Really Strange Siblings: 98,559

Mean Boys: 23,788 Water Girl: 55,732

1. Put the DVDs in order, starting with the one that was rented most often.

2. Which film was twice as popular as Hannah Botanica?

3. Which film had exactly 10,000 rentals less than Water Girl?

4. Which film had 100 rentals more than another film?

5. If another 10 people had rented Ghosts, how many people would have seen it?

6. Due to a computer problem, each total is 1,000 less than it should be. Increase each number by 1,000.

Declan sells second-hand cars. The table shows how many kilometres are on the speedometer for each car.

Ford Toyota Mini Beetle Range Rover BMW Fiat

78,700 90,426 12,344 21,344 24,688 63,700 19,944

1. Put the cars in order, starting with the one that has the most kilometres on the speedometer.

2. Which car has twice as many kilometres on its speedometer than another one of the cars shown above?

3. Which car had nine thousand fewer kilometres on its speedometer than the Beetle?

4. If Fiat had another one hundred km on the speedometer, how many would that be in total?

5. If each car had been driven for another thousand kilometres, how many kilometres would be on the speedometer now?

A

B

C

Strand UnitStrand•503.1Roundwholenumbers.

Obj

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Number

Place Value

Topic 1: Place Value

Rounding numbers to the nearest 10, 100 and 1,000

To the nearest 10: Look at the digit in the units place. If it is 5 or greater, round up, otherwise round down.

To the nearest 100: look at the digit in the tens place. If the value is 50 or greater round up, otherwise round down.

To the nearest 1,000: look at the digit in the hundreds place. If the value is 500 or greater round up, otherwise round down.

1. Round each of these numbers to the nearest 10.

(a) 17 (b) 25 (c) 164 (d) 2,449 (e) 10,387 (f) 26,551

2. Round each of these numbers to the nearest 100.

(a) 68 (b) 134 (c) 788 (d) 1,499 (e) 76,249 (f) 88,367

3. Round each of these numbers to the nearest 1,000.

(a) 645 (b) 1,339 (c) 7,500 (d) 26,540 (e) 89,867 (f) 94,168

Round off the following distances from Dublin to the nearest 10km.

1. Belfast 166km

2. Letterkenny 238km

3. Sligo 206km

4. Limerick 194km

5. Cork 252km

6. Waterford 159km

8. Tralee 294km

9. Carlow 84km

11. Dundalk 85km

12. Derry 234km

Round the amounts the winners received in a game show in October.

Winner Amount won To nearest €10 To nearest €100 To the nearest €1,000Julie Jackson €26,678

Pat Leahy €58,477

Vivienne McVeigh €87,800

Mick Sheehy €32,500

Oletta Otanga €21,399

Pauline O’Grady €19,900

A

B

C

Letterkenny

SligoDundalk

Carlow

WaterfordCork

Tralee

Limerick

Derry

Belfast

CoCoCCoCo

TTT

131

Check Up

Explain it!

Explain the value of each digit in 35,681 to the class. You will also need to explain how to round it the nearest 10, 100 and 1,000.

Do it! 1. Draw notation boards to show the following amounts. Write each amount as words.

(a) 23,987 (b) 18,658 (c) 45,621 (d) 87,643

2. Write each of these amounts in expanded form.

(a) 32,145 (b) 54,299 (c) 21,110 (d) 30,985 (e) 29,744 (f) 39,055

3. Write the value of the underlined digits in words and in numbers.

(a) 17,654 (b) 56,236 (c) 88,903 (d) 76,768 (e) 19,764 (f) 18,755 (g) 76,432

4. Put these amounts in order, starting with the greatest.

45,673, 46,573, 46,753, 54,753, 46,754, 57,453

Solve it! Donal is a pilot with Aer Éire. This is his flight schedule from Dublin Airport for September.

To Distance (km) To Distance (km)New York 5,116 Perth 14,903Los Angeles 8,316 Christchurch 18,940Bangkok 9,896 Tokyo 9,596Melbourne 17,235 Kuala Lumpur 10,909Rio de Janeiro 9,202 Santiago 11,477

1. Put the journeys in order, starting with the longest.

2. Each distance shown is a single journey. Calculate the total number of kilometres per return journey.

3. Round each return journey to the nearest 100km.

4. Round each return journey to the nearest 1,000km.

5. What is the difference in kilometers between the shortest and the longest return journey?

Say it!

1. The number 46,798

(a) Has ___ digits.

(b) Has the number ___ in the hundreds place.

(c) Has the number ___ in the ten thousands place.

(d) Is 46,800 when rounded to the nearest ___.

(e) Is ___ when ___ to the nearest 1,000.

A

C

D

B

E Share it!

Áine has forgotten the combination to her locker. She knows that no number repeats.

How many different combinations could there be?


5 thousands + 4 hundreds + 2 tens +

7 units8000 + 400 + 1

3298

Strand UnitStrand505 Add and subtract whole numbers and decimals to three

decimal places, with and without a calculator.

Obj

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Number

Operations

2 Operations

Adding big numbers

1. Add the units. 9 + 2 = 11. Rename the units to 1 ten and a unit. Write the ten in the tens column.

2. Add the tens. 7 + 4 + 1 = 12. Rename the tens to 1 hundred and 2 tens. Write the hundred in the hundreds column.

3. Add the hundreds. 8 + 7 + 1 = 16. Rename the hundreds to 1 thousand and 6 hundreds. Write the thousand in the thousands column.

4. Add the thousands. 5 + 6 + 1 = 12. Rename the thousands to 1 ten thousand and 2 thousands. Write the ten thousand in the ten thousands column.

5. Add the ten thousands. What is your answer? Can you write it in words?

Add.

(a) 30,101 (b) 32,148 (c) 43,159 (d) 22,008 (e) 2,374 (f) 46 (g) 7,55619,875 23,049 549 3,205 65,237 6,149 33,000

+ 1,289 + 22,116 + 1,171 + 1,448 + 1,106 + 55,159 + 7

Add.

1. (a) 118 + 2,196 + 13,228 = ___

(b) 483 + 2,474 + 3,992 = ___

2. (a) 76,312 + 1,048 + 22 = ___

(b) 5,147 + 3,028 + 847 = ___

3. (a) 7 + 4,772 + 43,699 = ___

(b) 90,006 + 895 + 14 = ___

4. (a) 74 + 48,905 + 433 = ___

(b) 76 + 4 + 65,489 = ___

B

C

A

My goal is to add

and subtract

5-digit numbers.

4 5, 8 7 9+ 2 6, 7 4 2

ten thousands

thousands

hundredstens

units

4 5, 8 7 9+ 2 6, 7 4 2

7 2 6 2 1

ten thousands

thousands

hundredstens

units

1 1 1 1

D Captain Kirsty has 3 SOS calls. Which order should she answer them in order to have the shortest distance to travel?

Kirsty

Hrog

Jules

Zax

23,980km

12,008km

17,865km

31,4

65km

29,087km

19,036km

ELLERY LAKEELEV 9538

Strand UnitStrand•504Estimatesums,differences,productsandquotientsof

wholenumbers.•505Addandsubtractwholenumbersanddecimalstothreedecimalplaces,withandwithoutacalculator.

Obj

ectiv

es Number

Operations

15Topic 2: Operations

Subtracting big numbers

1. 7 units take away from 2 units. Rename 1 ten as 10 units. 12 units – 7 units = 5 units.

2. 6 tens take away from 1 ten. Rename 1 hundred as 10 tens. 11 tens – 6 tens = 5 tens.

3. 8 hundreds take away from 6 hundreds. Rename 1 thousand as 10 hundreds. 16 hundreds – 8 hundreds = 8 hundreds.

4. Take away the thousands.

5. Take away the ten thousands. What is your answer? Can you write it in words?

Subtract.

(a) 78,965 (b) 65,409 (c) 34,219 (d) 54,533 (e) 87,899 (f) 61,119 (g) 64,432– 23,487 – 43,657 – 22,339 – 12,999 – 77,777 – 8,655 – 87

Add and subtract.

1. (a) 78,996 – 54,623 = ___ (b) 88,769 – 7,633 = ___ (c) 65,041 – 276 = ___

2. (a) 68,900 – 56 = ___ (b) 32,010 – 29 = ___ (c) 80,802 – 7 = ___

3. (a) (8 + 878 + 78,884) – 7,889 = ___ (b) (21,711 + 9 + 28) – 7,854 = ___

When customers shop in Pete’s shop they earn credits. Customers can spend their credits in Pete’s shop. Sandra and Tommy had no credits on 30 April.

Pete’s Fashions

Sandra credits earned credits spent Tommy credits earned credits spent

May 21,450 11,770 May 11,200 7,060

June 20,870 15,290 June 14,990 11,110

July 17,620 20,010 July 8,800 10,040

1. Look at Sandra’s account. (a) How many credits did she earn during the three months? (b) How many credits did she spend during the three months? (c) How many credits had she left at the end of July?

2. Look at Tommy’s account. (a) How many credits had he left at the end of May? (b) How many credits had he left at the end of July?3. Sandra used her credits in May to get herself a new scarf and a hat. If the scarf cost 4,399

credits, how many credits did she need for the hat?

A

B

B

8 9, 7 2 2– 5 4, 8 6 7

ten thousands

thousands

hundredstens

units

8 9, 7 2 2– 5 4, 8 6 7

3 4, 8 5 5

8 6 11 1

1

Strand UnitStrand505 Add or subtract whole numbers and decimals to three


Obj

ectiv

es16

Number

Operations

Topic 2: Operations

Sums, differences and estimates

The sum of 1, 2, 3 and 4 is 10.

What operation do you use to find the sum?

Galaxy Cinema sold 256 tickets on Friday night, 427 on Saturday night and 393 on Sunday. Estimate and then find the total sum of tickets sold over the weekend at Galaxy Cinema.

What strategy is used in this estimate?

The sum is found by adding all the tickets sold.

1. Estimate and then find the sum of 678, 737 and 121.2. Estimate and then find the difference between 988 and 109.3. Estimate and then find the sum of 1,129, 3,489, 4,871 and 92.4. Estimate and then find the difference between 9,741 and 3,191.5. Estimate the difference between 17,451 and 8,665.

Try these calculations.

1. Estimate and find the sum of 15,467 and 80,899.2. What is the sum of 67,023, 34 and 766?3. From the sum of 78,344 and 11,888 take 34,229.4. From the difference between 34,522 and 19,119 take the difference between 76,533

and 51,223.5. Add the difference between 56,441 and 29,887 to the sum of 19,887 and 21,466.

This page shows downloads of some popular podcasts.

A

B

C1. Estimate the total number of audio and

video podcast downloads.

2. What is the difference between the total number of audio downloads and the total number of video downloads?

3. How much money did the Pineapple Store make from the video downloads?

4. What is the total length of time it would take to listen to these audio podcasts? Celtic Stories, Listen to This and Training your Pet.

5. Could you listen to Olympic Golds and Homework Hints in 2

12 hours?

300 + 400 + 400 – 1,100 tickets sold.The numbers are rounded to the nearest 100.

The difference between 10 and 8 is 2.

What operation do you use to find the difference?

Pineapple Store

magic for kidslisten to thismusic hitsceltic storiestraining your pet

crazy cartoonsolympic goldsfifth class sumsgaa heroesbelieve it or nothomework hints

free€1€1freefree

€2€2€2€2free€2

23 mins28 mins37 mins53 mins46 mins

54 mins70 mins48 mins64 mins85 mins79 mins

2,16513,05814,49916,0075,280

5,1293,4424,0144,14014,41014,041

Video Podcasts

Audio Podcasts Price

Price

Time

Time

Downloads

Downloads

256 + 427 + 398 = 1,081

Strand UnitStrand505 Add and subtract whole numbers and decimals to three


Obj

ectiv

es Number

Operations

17Topic 2: Operations

Know your calculator

You will need to be able to use the following buttons on your calculator. Do you know what they all mean?

Do the following calculations in your copy. Why do we use a calculator?

1. 42 x 12 = ___ 2. 907 – 383 = ___ 3. 246 x 39 = ___ 4. 11,283 – 6,646 = ___

Do these calculations in your copy or in your head. Then do them again using your calculator. Did you get the same answer? What buttons did you use?

1. (a) Subtract 18 from 30 (b) Subtract 22 from 50 (c) Subtract 21 from 65

(d) Subtract 43 from 40 (e) Subtract 67 from 94 (f) Subtract 77 from 91

2. (a) Multiply 4 by 14 (b) Multiply 6 by 13 (c) Multiply 9 by 47

(d) Multiply 11 by 23 (e) Multiply 13 by 19 (f) Multiply 17 by 23

3. (a) Divide 442 by 26 (b) Divide 540 by 36 (c) Divide 988 by 54

(d) Divide 425 by 25 (e) Divide 957 by 29 (f) Divide 798 by 42

Now try these with your calculator. What buttons will you use?

1. (a) (23 + 3) – 17 = ___ (b) (34 – 22) + 19 = ___ (c) (77 – 53) + 19 = ___

2. (a) Make 14 twenty times bigger.

(b) Make 25 fourteen times bigger.

3. (a) Make 312 twelve times smaller.

(b) Make 1,000 twenty-five times smaller.

Use your calculator to get from the number on the right to the number on the left. You can use these buttons once only: ÷ x – +

1. (a) 16 4 (b) 2 100 (c) 65 40 (d) 100 1,000 (e) 27 3

2. (a) 6 36 (b) 17 59 (c) 11 94 (d) 300 30 (e) 23 460

3. (a) 99 101 (b) 90 450 (c) 70 280 (d) 60 720 (e) 110 990

A

B

C

D

The 7 key on Robyn’s calculator is broken. How can she use her calculator to add and subtract these numbers?

Example: 26 + 37 26 + 36 + 1 = 63 (a) 43 + 47

(d) 2,159 + 1,270

(g) 82,760 – 3,254

(b) 1,237 + 77

(e) 45,360 + 70,000

(h) 57,000 – 7,500

(c) 127 + 58

(f) 72,663 + 71,070

(i) 56,787 – 27,747

Challenge

Yourself!

182

Check Up

Explain it! Demonstrate how to add and subtract 5-digit numbers with 1-digit, 2-digit, 3-digit, 4-digit and other 5-digit numbers.

Do it! 1. Estimate and then find the sum of the following numbers:

(a) 12,768, 78, 5, 875 (b) 89, 34,588, 145, 9,459 (c) 328, 34,876, 21, 9,976

2. Estimate and then find the difference between the following numbers: (a) 54,661 and 23,871 (b) 98,673 and 3,987 (c) 38,769 and 458

3. (a) 88,800 – (43,600 + 12,250) = ___

(c) 76,901 – (13 + 13,999 + 1,399) = ___

(e) 80,801 – (78 + 1,765 + 54,322) = ___

(b) 75,120 – (17,650 – 5,804) = ___

(d) 56,000 – (17 + 456 + 13,987) = ___

(f) 43,654 + (43,087 – 56) = ___

Solve it! Look at the scores and answer the questions.

1. Find the total score for each player.

2. Are the players’ scores in the correct order? If not, put them in order starting with the highest score.

3. What is the difference in the scores between the player with the highest score and the player that came second?

4. What is the difference in the scores between the player with the lowest score and the highest score?

5. Who had the greatest difference between their Round 1 and 2 scores?

Say it!

1. Adding numbers together is the same as finding their ____.

2. Subtracting numbers is the same as finding their ____.

3. The ____ of 12, 13 and 14 is 39.

4. The ____ between 76 and 59 is 17.

5. A good way to ____ a sum is to round the numbers to the nearest 10 or 100.

Share it! What are they?

1. The sum of these two numbers is 20. The difference is 10.

2. The sum of these two numbers is 24. The difference is 14.

A

C

D

E

B

VIDEO GAMES LIVE

Top 10 ScoresName Round 1 Round 2 TotalMuncher 49,987 45,678Livinstone 45,678 44,329Harton 38,987 60,767Lipper 28,799 54,786Knockon 18,974 24,554Clipper 64,433 879Redivil 41,111 51,010Leaner 8,900 45,000Yeller 71,896 12,321


Scale

Key Table

Strand UnitStrand553 Read and interpret pictograms, single and multiple bar

charts and pie charts.

Obj

ectiv

es Data

Representing and Interpreting Data

193

Data 1

Match the descriptions to the answers.

1. I use pictures or symbols to show data.

2. I use a circle divided into sectors to show data.

3. I always have a title, scale, labels and bars when I show data.

4. I use marks, grouped in sets of 5 to show information.

5. Instead of bars, I just use lines to show my data.

6. I am used to show the range of values on the frequency axis.

7. I give an overview of the information being presented. I’m usually at the top of the graph.

B

C

A

My goal is t

o understand

averages

and use different

types of graph

.

(a) Tally sheet

(b) Pictogram

(c) Scale

(d) Bar Chart

(e) Pie Chart

(f) Bar Line Graph

(g) Title

Look at the bar charts. Answer the questions.

1. What is the title of graph A?

2. What is the title of graph B?

3. What is the scale interval for graph A?

4. What is the scale interval for graph B?

5. Which graph has the wider range of values on its scale?

6. Could a scale of 10 have been used on graph A? Give a reason for your answer?

7. What label has the x-axis for graph A?

8. What label has the y-axis for graph B?

9. Which graph is a vertical bar chart?

10. Which graph is a horizontal bar chart?

100755025

0 1 2 3 4 5

num

ber o

f chi

ldre

n

juice milk cola tea water

What we like to drink

Sports played by 3rd class

Key: = 10 students

baseballfootballsoccerhockeybasketball

Subject TallyMathematicsScienceSocial StudiesPhys. EdEnglish

SwitzerlandBelgiumNetherlandsUKSpainGermany

Time spent in GP consultations

MondayTuesday

WednesdayThursday

Friday

0 5 10 15 20 25 30 35

Students late for college

Number late

Day

/ 102 290 111 129

102 / 273 150 231

290 373 / 372 186

111 150 372 / 194

129 231 186 194 /

Birmingham

Birmingham

Cardiff

Cardiff

Edinburgh

Edinburgh

London

London

York

York

UK Road Distance Chart. All distances are in miles.

Num

ber o

f flo

wer

s pl

ante

d

Flowers planted in the school

Types of flowers

Rose

Daffod

ilTu

lipDais

y

Orchid

20

15

10

5

0

Hours worked in Daly’s Shop

Number of hours0 20 40 60 80 100

Wee

k

A

B

Strand UnitStrand•553Readandinterpretpictograms,singleandmultiple

barchartsandpiecharts.•555Exploreandcalculateaveragesofsimpledatasets.O

bjec

tives

20 Topic 3: Data 1

Average

Can you use the word average in a sentence? What does it mean? Here are some interesting averages:

• Cats average 16 hours of sleep a day.

• On average women say 7,000 words per day. Men say just over 2,000.

The average (mean) is calculated by adding up the numbers given and then dividing by the total number of figures: average = total amount + total number of figures.

E.g. Find the average of 2, 4 and 6. The total amount is 2 + 4 + 6 = 12. There are 3 numbers so the average is 12 ÷ 3 = 4.

Answer the questions.

1. Three children in a family are 3, 5 and 7 years old. What is their average age?

2. Four bags of potatoes weigh 1kg, 2kg, 4kg and 5kg. What is the average weight of the bags?

3. The temperature on three consecutive days was 5°C, 7°C and 6°C. What was the average temperature over the three days?

4. The prices for rides at the local fairground are 60c, 75c and 90c. What is the average price of a ride?

5. Judy got €4 pocket money in September, €5 in October €3.50 in November and €3.50 in December. What the average amount of pocket money she received over the four months?

1. The Murphy family have created a bar chart to show how much they spent on food during January.

2. This bar chart shows hours of sunshine for a year.

A

B

Data


(a) In which week did they spend the most money?

(b) What was the least amount they spent?

(c) Over the month of January, what was their average spending on food?

(d) Can you suggest a reason why the Murphys did not spend the same amount of money on food each week?

(a) How many hours of sunshine were there in October?

(b) How many more hours of sunshine were there in September than June?

(c) To the nearest hour, what was the average number of hours of sunshine for the year?

(d) How many more hours were there in spring than in autumn?

(e) Do you think this bar chart shows the hours of sunshine for Ireland or Australia? Give a reason for your answer.

100908070605040302010

0week 1 week 2 week 3 week 4 week 5

Weekly Shopping

Weeks

Mon

ey in

€

12

10

8

6

4

2

0Jan Feb Mar Apr May Jun Jul Aug Sept Oct Nov Dec

Hours of sunshine

Months

Hou

rs

Strand UnitStrand•552Collect,organiseandrepresentdatausing

pictograms,singleandmultiplebarcharts,andsimplepiecharts.553Readandinterpretpictograms,singleandmultiplebarchartsandpiecharts.

Obj

ectiv

es

21Topic 3: Data 1

1. All the children in Ms Kelly’s fifth class had a vote on their favourite pet. They collected the results using a Tally Sheet.

2. 5th class want to display the results in a bar chart. What parts of the graph are missing? Finish the graph.

Turn the information from this pictogram into a table and then into a bar line graph.

Prepare a tally sheet with the names of 5 pop stars. Ask the children in your class to choose their favourite one. Complete a results table and a horizontal bar chart. Write 3 sentences explaining what the survey shows you.

A

B

D

Put the results from the Tally Sheet into this table:

Animal ResultsDogs 17CatsBirdsTurtleFish SnakeTotal

1. Each person had one vote. How many people are in Ms Kelly’s 5th class?

2. What pets got the most and least amount of votes?

3. How many more people preferred dogs and cats to the other animals?

4. What was the average number of votes for each pet? (Look back to page 20 if you can’t remember how to calculate an average.)

5. What scale did you use on bar chart? Could you have used the scale 1:10? Give a reason for your answer.

Look at the bar chart. Answer the questions. Then display the information in a tally sheet and a table.

(a) On two days the same number of children are late. Which days are these?

(b) How many are late on Friday?

(c) On which day are the most children late?

(d) Why do you think that most children are late this day?

C

Data


DogsCatsBirdsTurtlesFishSnakes

5th class tally sheet

0

Num

ber o

f vot

es fo

r eac

h pe

t 5th class favourite pets

Kinds of petsDog

s

Snak

esCats

Turtle

sFis

hBird

s

Monday

Tuesday

Wednesday

Thursday

Friday

0 5 10 15 20 25 30 35

Children late for school

Number late

Day

Pair work

Favourite meal for a group of 22 students

Curry

Key2 students

Pizza

Pasta

Fish & chips

Chinese food

Strand UnitStrand•552Collect,organiseandrepresentdatausing

pictograms,singleandmultiplebarcharts,andsimplepiecharts.553Readandinterpretpictograms,singleandmultiplebarchartsandpiecharts.

Obj

ectiv

es22 Topic 3: Data 1

Multiple bar charts.

This bar chart is called a multiple bar chart. It compares information for two groups of people: boys and girls. Transform the data from the bar chart into a results table.

Years Boys Girls TotalYear 1 8 4 12Year 2Year 3Year 4Year 5

The Scouts and Girl Guides did a rubbish collection around their village for the first two weeks in October. They displayed the results in a pictogram.

1. Write up a results table to show this information.2. (a) How many bags of rubbish were collected in Week 1? (b) How many bags of rubbish were collected in Week 2?3. What was the total number of bags collected for the fortnight?4. What was the average number of bags collected each day?5. Draw up a multiple bar chart showing this information. What scale will you use?

The children in Ms Smith’s 5th class asked all the children in 5th and 6th to say what was their favourite drink. They collected the results using a tally sheet.1. Display this data using a results table.2. What was the average number of votes for a drink?3. Display the results using a multiple bar chart.4. Show the average on the bar chart using a dotted line.

Collect information using a tally chart about the boys and girls in your class and compare the results using a results table and a multiple bar chart.

Challenge

Yourself!

A

B

C

Data


14

12

10

8

6

4

2

0Year 1 Year 2 Year 3

Years

Number of boys and girls in 5th class

Num

ber o

f chi

ldre

n

Year 4 Year 5

boys

girls

Favourite drink 5th 6thOrange Juice

ColaLemonade

MilkTea

Coffee

Week 1

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Week 2

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Key: stands for 5 bags

233

Check Up

Explain it!

Explain and demonstrate how to convert the information in the pictogram into a tally sheet and a horizontal bar graph.

Do it! 1. Find the average of each of these sets of numbers.

(a) 6, 4, 3, 3 (b) 6, 7, 3, 4 (c) 8, 11, 6, 3 (d) 20, 6, 10, 12

(e) €10, €4, €4 (f) 20cm, 30cm, 10cm (g) 9kg, 7kg, 11kg (h) 50g, 30g, 25g, 15g

2. Draw a vertical bar line chart to show the average temperatures in degree Celsius for one year.

Jan 5°, Feb 5°, Mar 8°, Apr 9°, May 12°, Jun 15°, Jul 18°, Aug 18°, Sept 16°, Oct 13°, Nov 8°, Dec 6°

3. Draw up a table and a multiple vertical bar chart to show these results of a survey on hours spent doing homework.

5th class: Sept: 20 hours, Oct: 25 hours, Nov: 15 hours, Dec: 40 hours, Jan: 30 hours

6th class: Sept: 25 hours, Oct: 30 hours, Nov: 10 hours, Dec: 50 hours, Jan: 35 hours

Solve it! Look at the multiple bar chart and answer the questions.

1. Why are there no results for July and August?2. Which class spent the most time doing PE?

How many more hours did they spend than the other class?

3. In which months did 5th and 6th class spend the same amount of time doing PE?

4. PE by both classes?

5. What was the average length of time spent doing PE during these months? (a) February (b) May (c) September (d) December

Say it!

Write a sentence to show the meaning of each of these.

title pictogram scale multiple bar chart tally sheet

Share it! Work in groups to design a survey that will find out the favourite pastime, author, computer console, book or TV programme of children in 4th, 5th and 6th class.Include the following:A tally sheet, a results table, a multiple bar chart with: labels, identifiers – a different colour for each class, a suitable scale

A

D

E

C

B

Number of hours spent doing PE

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

12

10

8

6

4

2

0

5th class6th class

Favourite pizza toppings in Park National School

Cheese

Mushroom

Sausage

Pepperoni

Key: = 5 pizzas

In which months was most time spent doing

24 Shopping OnlineThe leading Irish farm machinery website

Machinery Search Member Services Ireland’s Farm Machinery Forum

Massey Ferguson

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Renault

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New Holland

John Deere Lamborghini Fertiliser Spreader

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€58,858

Bale wrapper (used)

Round Baler (used)

€467 €8,267

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Cattle TrailerSilage Trailer (used) Slurry Tanker

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€6.10 €18.49 €7.29€15.11

www.farm-machinery.ie

Shopping Online

1. Write out each five-digit number in extended form.

79,354 = 7 ten thousands + 9 thousands + 3 hundreds + 5 tens + 4 units

(a) (b) (c)

(d) (e) (f)

2. Write the value of the numbers underlined in red in numbers and then in words. The first one is done for you.

(a) (b) (c)

(d) (e) (f)

(g) (h) (i)

3. The results table shows the sale of Renault and John Deere tractors over seven years.

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7

Renault 40 55 35 35 60 70 55

John Deere 25 45 30 35 50 60 35

4. Put all the machinery displayed in order starting with the least expensive.

5. Round the cost of each tractor to the nearest €1,000.

6.

7. Find the cost of buying the following:

(a) John Deere, Bale Wrapper and Cattle Trailer.

(b) New Holland, Silage Trailer and Fertiliser Spreader.

(c) Lamborghini, Round Baler, Fertiliser Spreader and Slurry Trailer.

8. Mick O’Driscoll filled his trailer with the following items. How much will he need to write a cheque for?

4 x Sheep Feed

3 x Best-Gro Fertiliser

5 x Champion Fertiliser

2 x Prime Horse Feed

4 x Green Grow Fertiliser

3 x Fertiliser Spreader

25

IRL13 - D - 73954

IRL09 - DL - 41375

IRL10 - D - 79303

IRL15 - G - 17135

IRL02 - D - 54756

IRL09 - G - 97199

IRL01 - DL - 37117

IRL15 - DL - 71004

IRL15 - G - 17137

IRL07 - C - 93378

IRL09 - D - 45354

IRL09 - D - 45358

IRL15 - C - 27137

IRL12 - L - 49137

IRL04 - G - 74771

41,375 = 40,000 forty thousand

PAYEE

PAY

DATE

€

001

BANK123 Easy Street

Anytown, Anywhere

001 - 12345 - 123 - 1234567 - 123

Castlemore Co-op

Mick O’Driscoll

Round the cost of the other machinery to the nearest (a) €100 and (b) €10.

___ 10

B

26 MENTAL MATHS 1

A

1. 30 – 0.79 = ___

2. True or false. This is the correct sequence for traffic light colours: Red – Amber – Green

3. How many 250m ¬ bottles can be filled from 2 litres of water?

4. How many degrees in a right angle?

5. Draw all the lines of symmetry for this shape.

6. Each square stands for 1m². Which shape has the larger area?

7. What is the value of the number in red? 16.64

8. Is 17,349 closer to 17,300 or 17,400?

9. How many pencils, each costing 15c, can you buy with €3?

10. Write 15kg in grams.

11. A train left Belfast at 12:14pm. It arrived in Dublin at 2:05pm. How long was the journey?

12. How many 12s in 24?

13. Are these lines oblique, parallel or perpendicular?

14. What is the difference between 11,356km and 39,987km?

15. Write the next three terms in the sequence.

1.92, 1.94, 1.96, ___, ___, ___

1. Is 1.45 closer to 1 or 2?

2. Cartoons on TV began at a quarter to ten in the morning. Write this time in digital format.

3. True or false. The letter C has a horizontal line of symmetry.

4. What number is twelve times greater than 2.67?

5. Name this 2D shape.

6. 56 = 12

7. Write 126c using the € sign.

8. How many grams in 0.08kg?

9. What time is three-quarters of an hour earlier than 12:34am?

10. What is the difference between 1 and 12?

11. Write 0.37 as a fraction.

12. Round 15,876 to the nearest 1,000.

13. What is the average age in a family if the family members are 12, 16, 46 and 50?


15. How many 20c coins in €12?

___ 15

___ 15

___ 10

___ 10

D

C

27

1. 16.77 x 32 = ___

536.64, 53.664, 5.366, 0.536

2. Name the angle indicated.

obtuse, acute, straight, right

3. Round 14.29 to the nearest whole number.

15, 14, 14.9, 13

4. Which unit would you use to measure the length of a pin?

metres, millimetres, grams, litres

5. Which fraction is equivalent to 58?

516,

85,

1016,

810


rhombus, trapezium, square, circle

7. 80 ÷ 5 = ___

10, 8, 16, 12

8. The value of 0 in 25.08 is ___

0 units, 0 tenths, 0 hundredths, 0 tens

9. 1.55 + ___ = 2

0.5, 0.45, 0.05, 0.55

10. 27÷ ___ = 9

2, 3, 4, 5

1. What are the next three terms in the sequence?

135, 120, 105, ___, ___, ___

2. True or false. 1 > 0.9

3. Paula bought 14 litre of cola. John bought

0.35 litres. Who bought the greatest quantity?

4. Which fraction is greater? 13 or

16

5. Which is better value for money? 5 pens at 60c or 4 pens at 44c

6. What must be added to 4.22 to make 5?

7. True or false. 1012 > 10.55

8. What is the scale interval of this graph?

9. True or false. 810 =

45

10. Write this number in words: 13,085.

11. 30 x 70 = ___

12. Which letter is symmetrical? A or G

13. Which number is less? 15,050 or 15,055

14. Are the angles in a regular hexagon obtuse or acute?

15. Is 325 closer to 3 or to 4?

___ 15

___ 10

Mental Maths 1

0

5

10

15

20

25

30

35

Multiple choice


30 €1.50 7 16m2 60 700km

29 70mm 144 €4.20 120cm 54

100m 6kg 32 €18.50 10,000 €4

Strand UnitStrand506 Multiply a decimal, up to three places, by a whole

number, without and with a calculator.

Obj

ectiv

es28

Number

Operations

4 Multiplication

Mike had a multiplication test. Check his answers and give him a score out of 12.

1. 873

x 3

2. 947

x 6

3. 888

x 92,619 4,682 8,092

Multiply.

1. Make each of these numbers 10 times bigger. What pattern do you notice?

(a) 7 (b) 14 (c) 85 (d) 110 (e) 480 (f) 1,010 (g) 9,900

2. Multiply each of these numbers by 100. What pattern do you notice?

(a) 1 (b) 10 (c) 36 (d) 100 (e) 340 (f) 909 (g) 990

3. Make each of these numbers 20 times bigger. What pattern do you notice?

(a) 5 (b) 20 (c) 120 (d) 300 (e) 420 (f) 800 (g) 1,000

4. Now try these

(a) 40 x 50 = ___ (b) 70 x 90 = ___ (c) 110 x 50 = ___ (d) 300 x 30 = ___

(e) 300 x 90 = ___ (f) 350 x 100 = ___ (g) 400 x 120 = ___ (h) 600 x 110 = ___

Oakpark Retirement Home needs new furniture. They have €10,000 to spend and they need these things:

3 of the 5 Piece Living Room Sets

10 of the Meadow Daybeds

5 Leather Recliners

6 Saturn Sofas

7 Pioneer Sofas

2 Micro-fibre Sofa Sleepers

Will they have enough money to buy all the pieces?

B

D

C

A

My goal is t

o multiply using

different

methods. To multiply

using decimals.

4. 294

x 4

5. 748

x 5

6. 943

x 51,174 5,236 7,145

FURNITURE SALE

5 Piece Living Room Set €999Save €500

Save €50

Save €200

€199Meadow Daybed

€599Pioneer Sofa

Micro-fibre Sofa Sleeper€699

Saturn SofaLeather

Recliner

€299

Save €80

Save €350

Save €160

€299

Documents

Planet Maths 5th - Sample Pages