Planet Maths 4th - Sample Pages

Liam Gaynor

4th

A COMPLETE MATHS PROGRAMME FOR PR IMARY SCHOOLS

PLA

NE

T M

AT

HS

4T

H CLA

SS

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

A COMPLETE MATHS PROGRAMME FOR PRIMARY SCHOOLS

Liam Gaynor

Author: Liam Gaynor

Editor: Donna Garvin

Design: Liz White Designs

Layout: Niamh Carey, Liz White Designs

Illustrators: Brian Fitzgerald, Maria Murray

Photographs: Alamy, Thinkstock, iStock, Dreamstime

ISBN: 978-1-84741-783-1

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

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.

© 2011 Liam Gaynor

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.

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

Revision ..........................................................5

1 Place Value ............................................8

2 Addition ...............................................13

3 Time ....................................................18

4 Lines and Angles ..................................23

The Game Show ...........................................28

Mental Maths 1.............................................30

5 Subtraction ..........................................32

6 Fractions ..............................................37

7 Graphs .................................................42

8 Multiplication .......................................47

Pirate Graveyard ...........................................52

Mental Maths 2.............................................54

9 Division ...............................................56

10 Decimal Numbers ................................61

11 Money .................................................66

12 Symmetry .............................................71

Christmaths Shopping ...................................76

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

13 Length ..................................................80

14 Long Multiplication ..............................85

15 Fractions 2 ...........................................90

16 Chance ................................................95

Lord Voldemath’s Lab .................................100

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

17 Division 2 ..........................................104

18 Decimals 2 .........................................109

19 Weight ...............................................114

20 2D Shapes .........................................119

Parade Day .................................................124

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

21 Patterns ..............................................128

22 Length and Perimeter .........................133

23 Area ...................................................138

24 Time 2 ...............................................143

Sporting Maths! ..........................................148

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

25 Operations .........................................152

26 Capacity .............................................157

27 Problem Solving .................................162

28 3D Shapes .........................................167

Star Cinema Treats ......................................172

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

29 Number Sentences .............................176

30 Problem Solving 2 ..............................181

Revision ......................................................186

Glossary ......................................................189

Tables .........................................................192

Warm-up. Listen to your teacher. Toys and Travel.

Strand UnitStrandRevision

Obj

ectiv

es Number

All

5 Revision

Travel 1. For how many nights does the

holiday in the Canaries last? 2. By how much money is the trip

to New York reduced?3. By how much is the trip to the Canaries reduced?4. How much cheaper is the Canaries holiday than the New York trip? 5. The Canaries holiday lasts longer than the New York holiday but it

is cheaper. Why do you think this is? Which would you prefer?6. How many days are there in September? Toys1. What is the most expensive item in the shop window?2. What is the cheapest item in the shop window?3. Which item is reduced by €6?4. Which item is reduced by €1.99?5. By how much is the camera reduced?6. By how much is the Jack-in-the-Box reduced?7. By how much is the skipping rope reduced?8. How much for the kite and the camera?9. What change would you get from €10 if you bought the skipping rope?10. Which 3 items could you buy for €30?11. By how much is the aeroplane dearer than the Jack-in-the-Box? 12. Can you find two items that would cost €11.99?

B

C

A

Reduce


Obj

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Number

All

Revision

Add and subtract

1. (a) H T U (b) H T U (c) H T U (d) H T U (e) H T U (f) H T U1 33 7

+ 8 1

3 3 6 4 1

+ 1 2 7

2 9 2 3 7

+ 4 1 9

4 1 4 7

+ 6 1 8

2 1 53 0 9

+ 1 4 5

4 2 02 3 6

+ 1 2 5

2. (a) H T U (b) H T U (c) H T U (d) H T U (e) H T U (f) H T U6 5

– 2 32 8 8

– 1 9 76 7 5

– 2 1 67 8 1

– 4 2 63 9 0

– 1 1 26 0 4

– 2 8 6

Multiply and divide

1. (a) 6 0 (b) 8 0 (c) 7 0 (d) 9 0 (e) 5 0 (f) 4 0 x 4 x 7 x 5 x 3 x 9 x 6

2. (a) 1 6 (b) 2 4 (c) 3 9 (d) 4 2 (e) 6 8 (f) 8 3 x 8 x 7 x 6 x 9 x 4 x 5

3. (a) 3 9 3 (b) 5 9 0 (c) 2 9 4 (d) 4 7 6 (e) 6 9 6 (f) 7 9 8

4. (a) 2 9 1 (b) 3 8 8 (c) 4 9 9 (d) 5 8 7 (e) 6 9 2 (f) 5 9 9

Answer the questions.1. What time does each clock face show? (a) (b) (c) (d) (e)

2. Write each of these as minutes: Example: 1 hour 20 minutes = 80 minutes. (a) 1 hour 10 minutes (d) 1 hour 45 minutes

(b) 1 hour 50 minutes (e) 1 hour 59 minutes

(c) 1 hour 30 minutes

(f) 114 hours

3. Draw clocks with hands showing:

(a) 14 to 6 (b) 1

4 past 8 (c) 25 to 11

A

C

B


Obj

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All

7Revision

1. Match the unit with the picture. One is done for you.

2. Match the shape with the name. Which shapes are 3D?

This graph shows the time it takes 5 children to come to school. 1. It takes Tess 15 minutes to come to school.

How long does it take each other child?2. Which child takes longest to come to

school? Does this mean that this child lives farthest from the school?

3. How much longer does it take Zelda than Tess to come to school?

4. Dan calls for Cleo on his way to school every morning. How long does it take Dan to reach Cleo’s house?

5. It takes each child a few minutes longer to get home from school every day. Why might this be so?

6. How long does it take you to come to school?7. Ask 4 people in your class how long it takes them to come to school. Ask them to round

their answers to the nearest 5 minutes. Draw a graph. Include yourself in the graph.

A

B

Lunch Break

Tess Dan Cleo Sam Zelda

= 5 minutes

Dublin-Wicklow =

2¬ €85 50km 6hrs

2cm

500g 88c 250m¬ 30mins 5kg

rectangletriangle

hexagon square

cylinder

pyramid

cuboid

cubeprismsphere

cone

circle

Listen to your teacher. Notation Board.

Th H T U

Strand UnitStrand401: Explore and identify place value in whole numbers,

0-9999.

Obj

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Number

Place Value

1 Place Value

1. What number is shown in each picture?

1. Which is greater? (a) 2 thousands or 8 hundreds? (c) 2 tens or 5 units? (e) 5 thousands or 6 tens? (g) 1 thousand or 11 hundreds? (i) 2 hundreds or 20 tens?

(b) 4 hundreds or 9 tens? (d) 4 hundreds or 4 units? (f) 7 hundreds or 7 tens? (h) 2 tens or 23 units?

2. How many units in: (a) 2 tens? (b) 2 hundreds? (c) 2 thousands?3. How many tens in: (a) 3 hundreds? (b) 5 hundreds? (c) 1 thousand?4. How many hundreds in: (a) 5 thousands? (b) 7 thousands? (c) 9 thousands?

B

C

4,527Th H T U

My goal is to l

earn all

about thousan

ds.

A

Strand UnitStrand402: Read, write and order four-digit numbers and solve

simple problems.

Obj

ectiv

es Number

Place Value

9Topic 1: Place Value

Place value1. Write each number as shown in this example: 4,527 = 4,000 + 500 + 20 + 7

(a) 3,637 (e) 8,160 (i) 6,008

(b) 1,746 (f) 6,205 (j) 4,050

(c) 9,156 (g) 5,026 (k) 5,002

(d) 2,462 (h) 7,500 (l) 3,013

2. What number is shown by each abacus?Th H T U Th H T U Th H T U Th H T U

3. How many (a) hundreds in 400? (d) tens in 30?

(b) hundreds in 4,000? (e) tens in 300?

(c) hundreds in 9,000? (f) tens in 3,000?

1. Choose the greatest number in each set.

(a) 4,126, 3,149, 6,591 (c) 6,128, 6,821, 6,281 (e) 3,951, 3591, 3,159 (g) 8,108, 8,810, 8,180

(b) 7,216, 3,134, 4,846 (d) 5,285, 5,852, 5,258 (f) 2,020, 2,200, 2,002 (h) 3,040, 3,004, 3,400

2. Choose the smallest number in each group.

(a) 3,168 6,183 1,368 1,863

(b) 2,022 2,202 2,220 2,020

(c) 7,007 7,700 7,070 7,700

(d) 4,609 4,999 4,600 4,599

(e) 3,331 3,111 3,113 3,131

3. Make the smallest number possible from each set of numerals. (a) 3, 1, 4, 8 (e) 2, 0, 4, 7 (i) 2, 4, 1, 2

(b) 8, 4, 2, 7 (f) 8, 0, 7, 0 (j) 8, 2, 2, 2

(c) 9, 7, 4, 6 (g) 1, 7, 4, 1 (k) 4, 5, 4, 5

(d) 5, 1, 5, 7 (h) 2, 3, 7, 2 (l) 1, 8, 8, 1

Think of a four digit number and tell your friend.1. The number that is 1 greater.2. The number that is 1 less.3. The number that is 10 greater.4. The number that is 10 less.

A

B

C Pair work

Strand UnitStrand402: Read, write and order four-digit numbers and solve

simple problems.

Obj

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Number

Place Value

Topic 1: Place Value

Value

1. With a friend think of: (a) 5 things of great value. (b) 5 things of little value.2. Tick the number in which 7 has the greatest value.

(a) 7,152 2,741 3,175 1,457

(b) 3,007 9,147 2,574 6,217

(c) 7 70 700 7,000

(d) 8,007 9,070 6,075 7,001

(e) 1,371 713 1,887 1,907

3. Tick the number in which 4 has the least value.

(a) 1,542 1,884 4,056 3,459

(b) 4,000 400 40 4

(c) 8,746 7,476 4,722 2,421

(d) 2,142 3,549 7,224 940

(e) 1,455 2,314 409 1,040

Let’s investigate numbers.Your task is to make a number that is greater than the number shown by rearranging the four numerals given to you. If the task is impossible, write ‘can’t be done’.

1. 2.

A

B

2,002

great value

little value

Example

Number to Beat

Your numerals Answer

(a) 8,512 3 7 4 8 8,743 or 8,734

(b) 7,352 2 3 5 7

(c) 8,175 5 1 7 8

(d) 6,432 4 6 1 3

(e) 9,156 9 2 2 0

Number to Beat

Your numerals Answer

(a) 5,237 1 5 1 6

(b) 5,419 2 5 5 2

(c) 7,419 6 2 4 3

(d) 8,529 2 2 8 6

(e) 4,829 1 3 2 4

Little value Great value

Pair work

Strand UnitStrand403: Round whole numbers to the nearest thousand.

Obj

ectiv

es Number

Place Value

11Topic 1: Place Value

Rounding1. Which number is nearer to 4,000? (a) 4,500 or 4,800 (b) 3,900 or 3,700 (c) 4,100 or 3,800

2. Which number is nearer to 6,000? (a) 5,200 or 5,300 (b) 6,100 or 6,300 (c) 5,500 or 6,600

3. Which number is nearer to 8,000? (a) 8,009 or 7,999 (b) 7,995 or 8,004 (c) 8,020 or 7,990

Which thousand is nearer?

1. Look at the part of the number line between 3,000 and 4,000. To which thousand is the number nearer?

(a) 3,199 (e) 3,999

(b) 3,900 (f) 3,002

(c) 3,600 (g) 3,123

(d) 3,500 (h) 3,580

2. Round each of these numbers to the nearest thousand. (a) 8,900 (e) 2,180

(b) 3,200 (f) 5,860

(c) 1,400 (g) 4,500

(d) 6,980 (h) 2,957

Important zeroes1. Can any zeroes be left out without changing the number’s value? (a) 0002 (d) 0080 (g) 9,003 (j) 09

(b) 600 (e) 3,000 (h) 0808 (k) 90

(c) 01 (f) 2,060 (i) 701 (l) 1,008

2. Which is greater? (a) 206 or 26 (e) 005 or 500

(b) 59 or 509 (f) 6,060 or 6,006

(c) 5,006 or 506 (g) 2,050 or 2,500

(d) 308 or 38 (h) 3,050 or 350

3. Look at each pair. Have they the same value? (a) Weights: 605g and 65g (c) Page Numbers: 056 and 56 (e) Radio stations: FM102 and FM12 (g) Game Scores: 0206 and 2006

(b) Amounts: €093 and €93 (d) Shoes: Size 04 and size 4 (f) Cooking Times: 18mins and 108mins (h) Dates: 03/09/2014 and 3/9/2014

A

B

C

05,090

Example

3,200 is nearer to 3,0003,800 is nearer to 4,000

Example

2,900

3,000

4,0003,100 3,200 3,300 3,400 4,100

3,500 3,600 3,700 3,800 3,900

Explain it! Explain why the zero in 6,087 is important.

Do it! 1. Round each number to the nearest thousand. (a) 7,768 (b) 2,317 (c) 3,872 (d) 4,780 (e) 6,180 (f) 7,500

2. Make as many numbers as you can with the numerals 4, 0, 5 and 3.

Solve it! A radio station played its top ten songs. The song with the smallest number of votes was number 10 and the song with the greatest number of votes was number 1. Order the songs from 10 to 1:

Lost 2,159 Control 4,419 Blue 8,218 Together 1,319 Melody 4,409Razzmataz 943 Dancer 4,194 Wonder 9,006 Crazy 4,094 Fond 4,049

Say it!

True or false?1. 4,075 = 4,000 + 700 + 52. The value of the numeral 3

in 7,138 is 3.3. 5,555 can be rounded to 5,000.4. The zero in 0,519 is unnecessary.

5. 7,109 = 7,000 + 100 + 9 6. 9,009 < 90907. 6,138 might be rounded to 6,000 or

6,100 or 6,140.8. The zero in 7,160 is necessary.

Share it! 1. Fill the blanks in the picture.

first

2nd 4th 6th 8th 10th

third fifth seventh ninth

second

2. Would you prefer to be 1st or 2nd in a race? Would you prefer to be 1st or 2nd in a queue?

3. Finish these as far as 20th: 9th, 10th, 11th, 12th, ___

4. Form a line of 10 people like you see in the picture. Decide which end of the line is the start of the line and tell everyone his or her position. Call out commands like these: ‘1st, 4th and 5th stand on one leg’, ‘7th and 10th change places’.

A

C

D

E

B

121

Check Up!

1st

Warm-up. Listen to your teacher.

1 4 5 7 930 16 66 26 4097 11 87 20 2310 70 12 18 25

Strand UnitStrand406.1 Know and recall addition and subtraction facts.

Obj

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es Number

Operations

13My goa

l is to learn how

to add thous

ands 2 Addition

In your head1. 8 + 9 = ___

5. 3 + 6 + 9 = ___

9. 11 + 12 = ___

13. 15 + 15 = ___

2. 7 + 7 = ___

6. 4 + 5 + 8 = ___

10. 13 + 14 = ___

14. 21 + 21 = ___

3. 6 + 9 = ___

7. 9 + 9 + 8 = ___

11. 15 + 13 = ___

15. 33 + 34 = ___

4. 8 + 5 = ___

8. 4 + 7 + 7 = ___

12. 16 + 11 = ___

16. 42 + 46 = ___

Add

1. (a) H T U (b) H T U (c) H T U (d) H T U1 3 6

+ 3 4 22 1 7

+ 3 3 55 1 3

+ 2 6 85 2 8

+ 2 9 1

2. (a) H T U (b) H T U (c) H T U (d) H T U8 0 7

+ 1 7 84 8 4

+ 3 3 82 7 3

+ 2 6 75 1 5

+ 3 9 9

Add the numbers in the two coloured balloons. You will find the answer in another balloon. Colour it the same. Colour the other two balloons a different colour.

B

C

D

Start hereH T U3 5 8

+ 3 6 97 2 7

Example

8 + 9 = 1711

A

Strand UnitStrand•405.1Addwithoutandwithrenaming,within9999.

•407Solvewordproblemsinvolvingaddition.

Obj

ectiv

es14

Number

Operations

Topic 2: Addition

Add

1. (a) H T U (b) H T U (c) H T U (d) H T U (e) H T U (f) H T U1 4 32 3 4

+ 1 7 2

2 4 72 3 6

+ 3 0 8

4 1 4 3 6

+ 1 5 6

2 3 05 1 8

+ 1 8 4

2 8 91 7 8

+ 2 6 4

2 2 33 6 3

+ 4 1 4

2. On Saturday 163 aeroplanes left Dublin airport. On the same day 148 aeroplanes landed. How many flights altogether were there on Saturday?

3. The web site www.addemup.ie had 245 visitors on Tuesday. On Wednesday it had double that number. (a) How many visited the website on Wednesday? (b) How many visitors were there altogether over the two days?

Adding bigger numbers

1. (a) Th H T U (b) Th H T U (c) Th H T U (d) Th H T U4 5 7 1

+ 2 3 5 83 4 6 8

+ 3 3 2 91 4 6 3

+ 7 9 1 33 5 7 7

+ 3 7 8 4

2. (a) Th H T U (b) Th H T U (c) Th H T U (d) Th H T U3 0 4 9

+ 3 1 6 62 1 0 8

+ 3 9 4 46 5 4 1

+ 1 0 0 93 1 7 7

+ 2 8 8 8

Magic squaresComplete each magic square so that the totals of each line and diagonal are the same.

Try these1. Molly got 4,459 votes in the last election. Cillian got 1,037 votes more than Molly.

(a) How many votes did Cillian get? (b) Who was elected? (c) How many people voted? 2. Mia and Rebecca share a phone. Last year their phone company offered them 1,000

free text messages. All extra text messages cost 1c each. How much did they have to pay if Mia sent 845 messages and Rebecca sent 762 messages?

A

B

C

D

Start here

Th H T U2 7 4 3

+ 5 6 0 98 3 5 2

Example

3 + 9 = 1211

11 5 5 3

2 6 8 8

7 9 1 7

4 4 10 6

24

24

24

24

2424242424 24

Example

16 9

5 4 15

1

2 7 13

9 10

7 13

4 15

6 19 14

19 9

16

15 18 5 10

8 15

Strand UnitStrand•405.1Addwithoutandwithrenaming,within9999.

•407Solvewordproblemsinvolvingaddition.

Obj

ectiv

es Number

Operations

15Topic 2: Addition

Adding thousands

1. (a) Th H T U (b) Th H T U (c) Th H T U (d) Th H T U (e) Th H T U (f) Th H T U2 1 3 5 5 0 0 0 5 1 7 1 2 0 4 9 1 2 1 7 2 4 8 44 0 4 2

+ 1 5 1 74 2 5 8

+ 1 9 12 2 3 3

+ 1 6 7 43 5 1 7

+ 1 1 1 81 3 6 7

+ 1 8 4 8 7 4

+ 1 4 4 6

2. ‘Ben’s Brollies’ sells three types of umbrella. Last year’s sales are shown in the picture. (a) Of which type did Ben sell the most? (b) How many plain and coloured

brollies did Ben sell? (c) How many plain and ‘with logo’

brollies were sold? (d) How many coloured and ‘with

logo’ brollies did Ben sell? (e) How many umbrellas altogether were sold last year? (f) Which type of umbrella do you think is the most expensive?

3. (a) 2,048 + 1,196 + 3,313 (b) 179 + 6,005 + 2,379(c) 7,141 + 741 + 71 (d) 2,367 + 1,800 + 2,149(e) 2,508 + 2,580 + 2,085 (f) 3,147 + 58 + 6,742

Rounding and estimating1. Round each of these numbers to nearest thousand. (a) 3,800 (e) 3,240

(b) 3,200 (f) 3,610

(c) 3,500 (g) 3,086

(d) 3,950 (h) 3,741

2. Here are some more: (a) 1,286 (e) 7,582

(b) 8,247 (f) 6,086

(c) 3,742 (g) 8,011

(d) 2,662 (h) 4,650

3. Round each number to the nearest thousand and add.Example: 4,260 + 2,883: 4,000 + 3,000 = 7,000

(a) 4,800 + 3,900 = ___

(c) 3,842 + 4,963 = ___

(e) 2,542 + 3,159 = ___

(b) 2,100 + 7,200 = ___

(d) 1,049 + 6,873 = ___

(f) 5,316 + 890 = ___

4. Here are some more: (a) 1,200 + 2,700 + 3,800 = ___

(b) 5,350 + 1,060 + 1,981 = ___

(c) 2,159 + 3,029 + 3,882 = ___

(d) 2,664 + 2,445 + 2,049 = ___

A

B

Plain Coloured With Logo

2,048 1,671 1,309

Round 3,682 to the nearest thousand.

Look at the hundreds.3,682 is rounded to 4,000

Example

500 or greater:

up

Less than 500:

down

4,000

3,500

3,000

Strand UnitStrand416 Use a calculator to check estimates.

Obj

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Number

Operations

Topic 2: Addition

Using a calculator1. Which key is used to clear the numbers from the screen?2. Why do you think the + key on this calculator is bigger

than the other keys?3. How many digits are shown on the screen of this calculator?4. The calculator shown in the picture is a solar model.

What do you think this means?5. Are all calculators exactly the same as the one in the picture?6. Use your calculator. Estimate first: Set A – Practice (a) 23 + 49 = ___

(d) 99 + 99 + 14 = ___ (b) 89 + 37 = ___

(e) 73 + 75 + 78 = ___ (c) 81 + 63 = ___

(f) 96 + 13 + 63 = ___

Set B – Skilled (a) 413 + 263 = ___

(d) 219 + 98 + 349 = ___ (b) 518 + 195 = ___

(e) 297 + 347 + 159 = ___ (c) 852 + 109 = ___

(f) 159 + 987 + 258 = ___

Set C – Expert (a) 4111 + 2311 = ___

(c) 3159 + 1199 = ___

(e) 4178 + 1090 + 741 = ___

(b) 2135 + 4849 = ___

(d) 1599 + 2237 + 1743 = ___

(f) 941 + 1192 + 2347 = ___

Calculator funColour the displays to show these numbers. The first one is done.

Increase – no calculator1. Increase each number by 5. (a) 9 (b) 11 (c) 14 (d) 15 (e) 20 (f) 26

2. Increase each number by 11. (a) 8 (b) 13 (c) 16 (d) 18 (e) 23 (f) 36

3. Increase each number by 22. (a) 8 (b) 20 (c) 31 (d) 44 (e) 46 (f) 53

A

B

CIncrease means to make bigger. Increase 7 by 5.7 + 5 = 12

Example

3426

5149

3210

2149

4567

3056

8910

7980

8 8 8 8

8 8 8 88 8 8 8

8 8 8 8

8 8 8 8

8 8 8 8

8 8 8 8

8 8 8 83 4 2 6

Explain it!

Put the word ‘add’ into a sentence that shows you understand its meaning.

Do it! 1. (a) 3

6617

+ 9

(b) 56233

+ 8

(c) 38441

+ 9

(d) 88257

+ 4

(e) 29272

+ 5

(f) 39357

+ 4

(g) 53831

+ 7

(h) 83286

+ 1

(i) 93355

+ 7

(j) 24664

+ 2

2. Light the lights to show the right answer. The first one is done for you.

(a) 4,122 + 2,314 + 187 = ___

(b) 1,156 + 2,406 + 6,028 = ___

(c) 489 + 3,158 + 2,861 = ___

(d) 5,008 + 147 + 2,377 = ___

(e) 2,828 + 1,282 + 3,366 = ___

Solve it! Ava has a collection of 2,350 photos. Samantha has 80 photos more that Ava. Tony has 110 photos more than Samantha. How many photos have they altogether?

Say it!

Spot the mathematical error in each sentence. 1. Luke increased his savings of €1,025 by €75 bringing his account to €1,010.2. Rounding the number 8,672 to the nearest thousand is 8,700.3. The sum 2,346 + 3,058 is not the same as 3,058 + 2,346.4. 6,036 + 1,839 = 7,785

Share it! 1. 2. 3.

A

C

D

E

B

172

Check Up!

26 10 17

25 7 9

15 24

23 5

13 20 27 4 11

17 8 15

23 5 7 14

13 20 22

10 12 3

11 18

11 5 24

19 13 7

20 2

3 22 15 9

4 23 16

Pair work


Strand UnitStrand468 Read time in one-minute intervals on analogue clock

(12-hour).

Obj

ectiv

es18

Measures

Time

3 Time

What time is it?1. 2. 3. 4. 5.

Write the minutes to or the minutes past.

Write the time.1. 2. 3. 4. 5.

B

C

D

My goal is t

o tell the

time on a digital

clock

minute

year

century

second

week hour day

247

28, 29, 30 or 3160 12

10060

36552

Seconds in a minuteMinutes in an hourHours in a dayDays in a weekDays in a monthDays in a yearMonths in a yearWeeks in a yearYears in a century

minutes pastminutes to

9 minutes to 11 minutes past

21 minutes past22 minutes to

The minute hand

1. 2.

3. 4. 5. 6. 7.

A

Strand UnitStrand473.1 Solve and complete practical tasks and problems

involving times and dates and the addition of hours and minutes.O

bjec

tives Measures

Time

19Topic 3: Time

Tim the Time TravellerTim can move forwards and backwards in time. Help him to keep track of the time.1. Starting time

10 o’clock

Forward

10 minutes

Back 12 hour

Forward10 minutes

Back14 hour

2. Starting time

20 to 5

Back

25 minutes

Forward

40 minutesBack

1 hourForward

10 minutes

Write the missing times.

1. Starting time

14 past 2

Forward20 minutes

Back40 minutes

Forward1 hour

Back15 minutes

2. Starting time

14 to 11

Back25 minutes

Forward34 hour

Back11

2 hoursForward

10 minutes

3. Starting time

9 o’clock

Forward22 minutes

Back11 minutes

Forward19 minutes

Back14 hour

4. Starting time

8 minutes past 11

Back9 minutes

Forward12 hour

Back7 minutes

Forward26 minutes

Starting time19 minutes to 4

Back12 minutes

Forward12 hour

Back8 minutes

Forward13

4 hours Challenge

Yourself!

A

B

Strand UnitStrand•469Expressdigitaltimeasanaloguetimeandviceversa.

•470Readandinterpretsimpletimetables.

Obj

ectiv

es20

Measures

Time

Topic 3: Time

Digital time1. (a) 4 o’clock = 4:00 (b) 5 past ___ = 4:05 (c) 10 past 4 = ___

2. (a) 14 past 4 = ___ (b) ___ = 4:20 (c) 25 past 4 = ___

3. (a) ___ = 4:30 (b) 25 to 5 = ___ (c) ___ = 4:40 4. (a) 1

4 to 5 = ___ (b) ___ = 4:50 (c) 5 to 5 = ___ 5. (a) ___ = 5:00 (b) 1

2 past 9 = ___ (c) ___ = 8:05 6. (a) 20 past 11 = ___ (b) ___ = 1:35 (c) 10 past 1 = ___ 7. (a) ___ = 4:45 (b) 7 o’clock = ___ (c) ___ = 3:55

Change these to digital time.1. 7 o’clock5. 10 past 99. 20 to 4

2. 5 to 56. 20 past 1110. 25 to 2

3. 25 past 127. 20 to 611. 1

2 past 1

4. 5 past 88. 1

4 to 712. 1

4 past 10

1. Look at the TV Guide – Channel Q. (a) For how long does the Sport programme last? (b) What’s on before Flitz? (c) For how long does Flitz last? (d) There is a break for advertisements lasting 3

minutes during UFO. For how many minutes does UFO really run?

(e) If the movie lasts for 1 hour 20 minutes, at what time does it end?

2. Look at the TV Guide – Channel Z. (a) For how long does Z Factor last? (b) Mum started watching Z News but

stopped at 14 past 6. How many

minutes of Z News did she see? (c) Dad watched Z Crisis and Z World.

For how long did he watch TV? (d) All the programmes on Channel Z were delayed

by 8 minutes. Write the new timetable.

Colour the digital clocks to show the time.

8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 81. 20 past 12 2. 1

4 past 1 3. 5 past 10 4. 8 minutes to 4

A

B

C

D

Channel Q

5:00 Nuacht

5:10 Sport

5:30 Flitz

5:55 UFO

6:20 Heroes

6:45 Movies

Channel Z

5:00 Z Crisis

5:22 Z Factor

5:59 Z News

6:31 Z World

7:12 Z Movie

8:36 Z End

TV Guide

: : : :

Strand UnitStrand•472Readdatesfromcalendarsandexpressweeksasdays

andviceversa.•473.2Solveandcompletepracticaltasksandproblemsinvolvingdates.

Obj

ectiv

es Measures

Time

21Topic 3: Time

Let’s investigate: the calendar.This is a page of Megan’s calendar.

MARCHSun Mon Tues Wed Thurs Fri Sat

1 2 3 4 5 6

7 8 9 10 11 12 13

14 15 16 17 18 19 20

21 22 23 24 25 26 27

28 29 30 31

1. On what day does each date fall? (a) 2nd (b) 5th (c) 10th (d) 22nd (e) 25th (f) 29th2. On what day does the last day of February fall?3. On what day does the 1st of April fall?4. When is Megan’s maths test?5. When is Mark’s birthday?6. What is special about the 17th of March?7. At what time does the sun rise on March 6th? 8. At what time does the sun set on March 13th? 9. What’s unusual about sunrise and sunset on March 20th?10. How many hours and minutes of sunlight are there on March 27th?11. On what date does Seachtain na Gaeilge begin?12. How many days does it take the new moon to become a full moon?

Multiple choice. Tick the correct answer.

1. How many days are in a leap year?

2. How many months have 31 days?

3. How many days altogether in April, May and June?

4. How many hours from noon today to midnight tomorrow?

364 days 4 89 days 12 hours



none of these 7 92 days 48 hours

A

B

New MoonNot visible

Sunrise 7:03Sunset 6:13




Full MoonBright

1st quarter

3rd quarter

Millie’s Party

Maths Test

Training

4:00pm

Mark’s

birthday

Dentist

St. Patrick’s Day

Seachtain na Gaeilge

TREE WEEK

Explain it! How would you explain to an alien how to read a clock?

Do it! 1. What time is shown on each clock? (a) (b) (c) (d) (e)

2. Write the time that is 15 minutes earlier than:

(a) 12 past 4

(e) 10 to 12 (b) 20 past 7 (f) 20 to 8

(c) 9 o’clock (g) 25 to 6

(d) 14 past 11

(h) 5 past 3

3. Write the time that is 15 minutes later than: (a) 1:15 (e) 8:25

(b) 2:05 (f) 12:25

(c) 7:30 (g) 3:50

(d) 9:45 (h) 5:59

Solve it! When are you more likely to do each of these: am or pm?

2. go home from school4. eat breakfast6. meet your friends at first break

1. come to school3. eat dinner5. do your homework

Say it!

What might you do at each of these times?1. Monday 8:00am 4. Thursday 4:00am

2. Tuesday 8:00pm5. Friday 11:30am

3. Wednesday 4:00pm6. Saturday 11:30am

Share it! (You will need a watch with a second hand or a digital clock.)1. Wait until the second hand reaches 12 and then

say ‘go!’ Your partner says ‘stop’ when he or she thinks exactly one minute has passed. Tell your friend whether the estimate was too short, exactly right or too long. Now swap!

2. How many words can you think of in 1 minute? Choose a theme such as sport, school or hospital. In exactly one minute, how many words connected with that theme can you say or write? See if you can beat your partner.

A

C

D

E

B

223

Check Up!

Pair work

Hospital


Strand UnitStrand450 Identify, describe and classify oblique and

perpendicular lines.

Obj

ectiv

es Shape and Space

Lines and Angles

234

Lines and Angles

Lines1. Find sets of parallel lines and sets of perpendicular lines in each photo below. 2. Find any vertical, horizontal and oblique lines.

1. Write 3 examples of horizontal and vertical lines in the world around you. Try to think of unusual examples.

2. Write or draw 3 examples of parallel and perpendicular lines. 3. Draw a shape and its diagonals.4. Is there something in the classroom that is oblique to the floor?5. Is there something in the yard that is oblique to the ground?6. What might happen if a builder built the wall of a house oblique to the ground?

B

C

My goal is to le

arn

about diff

erent types of

lines and ang

les.

A

Pair work

perpendicular

vertical

parallel horizontal oblique

not perpendicular

diagonal

Strand UnitStrand450 Identify, describe and classify oblique and

perpendicular lines.

Obj

ectiv

es24

Shape and Space

Lines and Angles

Topic 4: Lines and Angles

Parallel and perpendicular lines

1. Colour the 4 lines that are parallel to one another.

2. Colour the lines that are perpendicular to the green line.

3. Colour the lines that are perpendicular to the green line.

4. Hold your book upright. Then colour the horizontal lines.

5. Hold your book upright. Then colour the vertical lines.

6. Colour the lines that are oblique to the green line.

7. Colour the diagonals of the square.

8. Colour the lines that are both parallel and vertical.

Perpendicular and parallel lines

Let’s investigate1. Use a set square to draw perpendicular lines. 2. Use a set square to draw parallel lines.3. Use a set square to draw the figures in the box. Make some of your own.

A

B

Perpendicular

ParallelDraw a base line

Lines perpendicular to the base line are parallel.A perpendicular line always forms a right angle with the base line.

Base line

Strand UnitStrand451 Draw, discuss and describe intersecting lines and their

angles.

Obj

ectiv

es Shape and Space

Lines and Angles

25Topic 4: Lines and Angles

AnglesDenis Daredevil likes to change the angle of the ramp. Which ramps do you think he will be able to cycle without falling off his bicycle?

Straight Angle Obtuse Angle

Right AngleObtuse Angle

Acute Angle Acute Angle

For each of the angles below, say if it is acute, right, straight or obtuse? Is each angle greater than, less than or equal to a right angle?

1. 2. 3.

4. 5. 6.

7. 8. 9.

10. 11. 12.

What types of angles are made by the elbow joints in each puppet’s arms?1. 2. 3. 4.

A

B

C

1. 2.

3. 4.

5. 6.

Strand UnitStrand452 Classify angles as greater than, less than or equal to a

right angle.

Obj

ectiv

es26

Shape and Space

Lines and Angles

Topic 4: Lines and Angles

Angles1. Colour the white line where the angle marked shows:

(b) an acute angle (c) an obtuse angle (d) an acute angle (a) a right angle

2. Colour the white line where the angle marked shows: (b) an obtuse angle (c) a right angle (d) a straight angle (a) an acute angle

Answer the questions.1. At what type of angle is the aeroplane taking off?2. Can a plane take off at a right angle?3. At what type of angle is the skier skiing?4. If the angle was greater, would the skier ski faster or slower?5. Is it easier to cycle uphill or downhill?6. Why must a snooker table be level?7. Why are walls built at right angles to the ground?8. Why do most houses in Ireland have a sloped roof?9. People learning to ski begin on ‘nursery’ slopes. Draw a nursery slope.10. What skiers do not need a slope?

A

B

Explain it!

What is an angle?

Do it! 1. What type of angle is made by the hands of each clock?

2. (a) Make a chart in your copy like the one below:

Has Parallel Lines Has Perpendicular Lines Vertical Line Horizontal LineA ✓E ✓ ✓ ✓ ✓

(b) Hold your book upright and look at the letters below. Fill out the chart for each of the following letters.

F H I L M N R T U V W X Y Z

3. Clockwise and anti-clockwise (a) Which pictures below show clockwise movement? (b) Which pictures show anti-clockwise movement? (c) In what direction do cars move when going

around a roundabout in Ireland? (d) Draw a windmill showing clockwise movement.

Solve it! How many right angles can you count in this shape?

Say it!

When standing up, the letter T is made of a horizontal and a vertical line. Name four other capital letters that are made using only horizontal and vertical lines.

Share it! Connect two strips of card together like an arm. Rotate one strip to make acute angles, a right angle, obtuse angles and a straight angle.

A

C

D

E

B

274

Check Up!

(a) (b) (c) (d) (e)

Pair work

anti-clockwise

clockwise anti-clock

wise

cl

ockw

ise

28

1. What is Lily’s score?2. What is Abbie’s score?3. Who has fewest points?4. What type of angle is made by the

hands of the clock?5. What time does the clock show?6. The show started at 7:15. For how

many minutes has the show been running?

7. The show ends at 8 o’clock. How many minutes are left?8. How long does the show last?9. What prizes can Jake not afford if his score stays the same?10. Which prizes could each player afford if the scores stay the same?

The Game ShowPlayers score points! There are four levels of questions, worth: 1 point, 10 points, 100 points and 1,000 points. Points appear at the bottom of the player’s abacus.Examples:Start of play: 6,437points: 9,999 points:

Th H T U Th H T U Th H T U

Th H T U Th H T U Th H T U Th H T U

Lily Ben Abbie Jake

Host, Alan Cheese

The Game Show

11. How many points have Lily and Abbie altogether?12. Are the hands of the clock perpendicular?13. How many hours and minutes until midnight?14. At what time will the hands on the clock next make a straight angle?15. Are there any parallel lines in the pictures on page 28? Where?16. How many points altogether have the 4 players won so far?17. How many 10 point questions has Abbie answered correctly?18. Who answered the greatest number of 1 point questions?19. Ben could claim two prizes. Which two can he afford?20. Jake has answered most questions, but he has the fewest points. Why?

29

Fab Prizes!Mountain Bike

2,000 pointsPlasma TV

3,400 points

Laptop

1,400 points

Shopping Spree

1,000 points

Snowboarding Trip

2,300 points

___ 10

B

30 MENTAL MATHS 1

A

1. In your mathematical opinion: Which holds more: a cup or a mug?2. Not counting today, how many days are left in this month?3. In what year were you born?4. 23 – 11 = ___

5. What comes next?6. Which is heavier: 1kg or 1g?7. If today is Thursday, what day is the day after tomorrow?8. What change will I get from €1 if I spend 79c?9. 0.3 + 0.3 = ___

10. 18 + ___ = 2111. What is the area of the yellow shape?

12. 12 + 1

4 = ___

13. Round 483 to the nearest 100.14. What comes next? 4, 8, 12, 16, ___

15. True or false? Parallel lines are also perpendicular to each other.

1. Which is greater: 12 or 3

4?2. Is this angle acute or obtuse?

3. How many cents in €2?

4. Write 310 as a decimal.

5. Round 483 to the nearest 10.6. How many cm in 1m?7. What is the area of the yellow shape?

8. Spot the mistake: Half of a whole is a quarter.

9. What comes next? 85, 90, 95, 100, ___

10. 17 + 4 = ___

11. If this is September, what was the month before last?

12. Which is later: 14 to 4 or 1

4 past 4?13. A hive has 101 bees. How many are left

in the hive if all but one bee leaves?14. In your mathematical opinion:

How many times a day do you blink?15. What comes next?

___ 15

___ 15

Planet Maths 4th - Sample Pages

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Transcript of Planet Maths 4th - Sample Pages