PRIMARY MATHS - Prim-ed - F… · · 2015-03-23PRIMARY MATHS Year 4 Book 1 of 2 Resources and...

2014 CurriculumPRIMARY

MATHS

Year 4Book 1 of 2

Resources and

teacher ideas for every objective

of the 2014 Curriculum

PM Year 4 Book 1 of 2.indd 1 26/11/2014 15:39:47

Primary Maths Prim-Ed Publishing www.prim-ed.com iii

Foreword

Teachers notes: How to use this book ............................................iv–v Setting up a maths classroom ................................ vi Activities and games ................................................ vii Assessment checklists ........................................ viii–x Additional resources ......................................... xi–xvii

Pupil activities with accompanying teachers notes:

Number and place value .................................2–41 Counting .................................................................2–13 Place value .......................................................... 14–17 Comparing and ordering ................................. 18–21 Identifying, representing and estimating ... 22–23 Rounding ............................................................. 24–33 Roman numerals ............................................... 34–35

Addition and subtraction .............................36–55 Formal written methods of addition ........... 36–41 Formal written methods of subtraction ..... 42–47 Estimating and using inverses ....................... 48–51 Solving problems ............................................... 52–55

Multiplication and division ...............56–97 Multiplication and division facts ......56–73 Multiplying and dividing mentally ....74–81 Formal written methods of multiplication .........................................82–85 Formal written methods of division ......................................................86–87 Solving problems....................................88–97

Fractions (including decimals) ........98–131 Equivalent fractions ........................... 98–101 Hundredths .........................................102–103 Solving problems...............................104–107 Adding and subracting fractions ..............................................108–111 Fraction and decimal equivalents .........................................112–119 Dividing numbers by 10 and 100 .120–121 Rounding decimals ...........................122–123 Comparing decimals ........................124–125 Measure and money problems ......126–131

Contents

Primary Maths is a photocopiable, six-level, year–specific series designed to address the Primary National Curriculum for Mathematics objectives of:

• number• measurement• geometry• statistics.

Each book in the Primary Maths series includes:

• atleastoneactivitypageforeachobjectivewhichcanbephotocopiedordisplayedonan interactive whiteboard• comprehensiveteachersnotestoaccompanyeachactivity• additionalteachersnotesonactivitiesandgames• assessmentchecklists• additionalphotocopiableresources• interactivewhiteboardresourcesavailabletodownload.

The Year 4 books in the Primary Maths series are:

Primary Maths – NumberPrimary Maths – Measurement, Geometry and Statistics

iv www.prim-ed.com Prim-Ed Publishing Primary Maths

The Primary Maths series provides teachers with a number of varied and challenging activities. At least one activity, often more, is provided for each objective of the Primary National Curriculum for Mathematics.

Suggestions for using the activities in this book:

Objective:• Decide which curriculum objective you wish to address and choose the appropriate activity page(s).

Oral work and mental calculation starter:• Choose which oral and mental activities you will use, from the list provided, to introduce the lesson or sharpen

pupils’ skills.

• Someoftheactivitieshaveaccompanyinginteractivewhiteboardactivitiestohelpintroducethelessonandcapturepupils’ attention.

• These activities should occupy the first 5–10 minutes of the lesson.

Main teaching activity:• Decide how much teacher input you will provide for the main activity and whether pupils will be working

individually, in pairs or as a group.

• Depending upon the abilities of the pupils in your class, decide whether any additional activities will be needed, from the list provided, or whether these can be used during subsequent lessons.

• This activity should occupy approximately 40 minutes.

Plenary:• Decide what opportunities will be provided during the plenary session. Will pupils be given the opportunity to share

and explain work, compare strategies used or summarise the key facts they have learnt?

• Think about how you can use the plenary session to assess pupils’ progress and therefore inform your future planning.

• The plenary should occupy the final 15 minutes of the lesson.

Pupil activity pages:The pupil activities follow a common format:

Title explanation

After initial discussion, some activities can be completed individually, and others in small groups or as a whole class.

The ‘Challenge’ activity can be completed by early finishers or those pupils requiring extension of the task. Pupils may need to complete the activity on the back of the worksheet or investigate an activity further by using concrete materials or creating their own ideas linked to the objective.

The objective provides the teacher with the focus of the activity. It is written in the form of a general objective.

How to use this book

Teachers notes

An icon denotes the curriculum strand for each activity.

Number

Measurement

Geometry

Statistics

GGeometry

NNumber

MMeasurement

SStatistics

Primary Maths Prim-Ed Publishing www.prim-ed.com v

AssessmentAssessmentchecklistshavebeenincludedfortheYear4‘Number’objectives.Seepagesviii–x.Thesecanbeusedtoassess each pupil’s understanding of the key objectives covered.

• Teaching notes for the ‘Number’ objectives have been included on page vii. These comprise background information and suggested activities and games.

• Extra teacher resources have been included on pages xi–xvii. These can be enlarged if necessary and used in appropriate activities or as display posters.

• Interactivewhiteboardactivitieshavebeenprovidedtohelpteachtheobjectives.Thesecanbedownloadedfromwww.prim-ed.com.

The objective tells the teacher which strand and objective from the Primary National Curriculum for Mathematics is being covered.

Oral work and mental calculation activities are suggested, for introducing the lesson or sharpening/developing oral and mental skills. The activities should occupy the first 10 minutes of the lesson.

Some activities have interactive whiteboard activities available to download. If an interactive activity is provided it is listed here.

The title of the main teaching activity is given. The photocopiable activity is on the page facing the teachers notes. The main activity should occupy approximately 40 minutes.

Answers to all activities are provided.

Suggest ions for addit iona l activities are provided. They can be completed during the lesson, or in subsequent lessons. They can be used to aid differentiation.

Teachers pagesAteacherspageaccompanieseachpupilworksheet.Itprovidesthefollowinginformation:

Use the key to write the appropriate code next to each task the pupil completes.

A summary of the tasks pupils will complete.

How to use this book

Teachers notes

vi www.prim-ed.com Prim-Ed Publishing Primary Maths

By having the following materials and visual representations around them, pupils can better engage in mathematical learning.

• Allowroomtomovesopupilscaninvestigatethingsaround the room. Organise desks and floor space appropriately.

• Displaya‘Numbers’chart.

• Displayanumberlineatalevelwherepupilscanuseit.Includenegativenumbersonthenumberline.

• Display numbers, number words and a visualrepresentation of numbers.

• Displayadditionandsubtractionfacts.

• Displaya100square.

• Ensureyouhaveagoodrangeofmathsgamesanduse them regularly.

• Display‘timestables’charts.

• Have an analogue and digital clock in theclassroom.

• Displaypicturesoflabelled2-Dand3-Dshapes.

• Provide construction materials such as cardboardboxes, cylinders, paper, scissors and so on.

• Ensure you have adequate concrete materials toteach each strand (refer to page vii).

• Allowpupilsopportunitiestoinvestigateoutsidetheclassroom in the school environment.

• Display a chart showing equivalent fractions anddecimals.

• Displayormakevariousgraphssuchaspictograms,bar charts, block graphs, Venn diagrams and Carroll diagrams.

• Display a class birthday chart which includes themonths of the year.

• Displayanduseacalendar.

• Have computer software related to mathematicsavailable for use on the classroom computer(s) or in the computer room.

• Displayapostershowingallcoinsandnotes.

• Providearangeofmeasuringequipmentforlength,mass and capacity.

• Displaytheeightcompassdirections:N,S,E,W,NE,NW,SE,SW.

• Ensureyouhaveagoodselectionofinteractivemathsresources for use on a whiteboard (refer to website for downloads – www.prim-ed.com).

Setting up a mathematics classroom

Teachers notes

Primary Maths Prim-Ed Publishing www.prim-ed.com vii

• Play ‘Bingo’ to consolidate basic facts etc. Vary by calling out the answer in some games and the number sentence or problem in others. Blank bingo cards are on page xvii.

• Dividetheclassintoteamsandselectonepupilfromeachteamtostandattheboardreadytowrite.Calloutanumber (e.g. 1089) or basic fact (e.g. 25 – 6, 7 x 9, double 12). The first pupil to write the correct answer wins a point for his/her team.

• GivedirectionsforpupilstotakeoutamountsofBase10blockstoaddorsubtractgivendecimalnumberswithanunlike number of decimal places. Impress on pupils that the blocks have the value they give it – longs can be ones, tens, hundreds, tenths or hundredths. It may help understanding to use a counter as a decimal point. Recording of results is not important, development of understanding of concepts is the focus.

• Usecookingactivitiestoreadandwritefractionalnotation;forexample;1/2 cup, 3/4 tablespoon.

• Pupilschooseandusevariousmethodstosolvealgorithms.Compareanddiscusslevelsofaccuracy,rateefficiencyof techniques chosen and consider the reliability of the techniques.

• Boardthesenumberpatterns,thenhavepupilscontinuethem.

7, 13, 19, , , , , , , , , ,

106, 212, 318, , , , , , , , ,

2, 5, 11, 23, , , , , , , , ,

Pupils make patterns of their own to share with classmates.

Materials required• placevalueblocks• interconnectingcubes• placevaluemats(seepagesxiandxii)• fractioncharts(seepagexiii)• abacus• tablescharts(seepagexv)• 100schart(seepagexiv)• numberlines• bingocharts(seepagexvii)

Activities and games

Teachers notes

AAssessment

viii www.prim-ed.com Prim-Ed Publishing Primary Maths

Pupils’ names

Coun

t in

mul

tiple

s of

6, 7

and

9.

Coun

t in

mul

tiple

s of

25

and

100.

Find

100

0 m

ore

or le

ss t

han

a gi

ven

num

ber.

Coun

t ba

ckw

ards

thr

ough

zer

o to

in

clud

e ne

gativ

e nu

mbe

rs.

Reco

gnis

e th

e pl

ace

valu

e of

eac

h di

git

in a

fou

r-di

git

num

ber.

Ord

er a

nd c

ompa

re n

umbe

rs b

eyon

d 10

00.

Iden

tify,

rep

rese

nt a

nd e

stim

ate

num

bers

usi

ng d

iffer

ent

repr

esen

tatio

ns.

Roun

d an

y nu

mbe

r to

the

nea

rest

10,

10

0 or

100

0.

Solv

e nu

mbe

r an

d pr

actic

al p

robl

ems

with

incr

easi

ngly

larg

e nu

mbe

rs.

Read

Rom

an n

umer

als

to 1

00 a

nd k

now

th

e nu

mbe

r sy

stem

cha

nged

ove

r tim

e.

KeyD = DemonstratedNFO = Needs further

opportunity

Year 4 Number and place value – assessment checklist

AAssessment

Primary Maths Prim-Ed Publishing www.prim-ed.com ix

Pupils’ namesAd

d nu

mbe

rs w

ith u

p to

fou

r di

gits

usi

ng f

orm

al w

ritte

n m

etho

ds.

Subt

ract

num

bers

with

up

to f

our

digi

ts u

sing

for

mal

w

ritte

n m

etho

ds.

Estim

ate

to c

heck

ans

wer

s to

a c

alcu

latio

n.

Use

inve

rse

oper

atio

ns t

o ch

eck

answ

ers

to a

cal

cula

tion.

Solv

e ad

ditio

n tw

o-st

ep p

robl

ems

in c

onte

xt.

Solv

e su

btra

ctio

n tw

o-st

ep p

robl

ems

in c

onte

xt.

Reca

ll m

ultip

licat

ion

fact

s up

to

12 x

12.

Reca

ll di

visi

on f

acts

up

to 1

2 x

12.

Mul

tiply

by

0 an

d 1.

Divi

de b

y on

e.

Mul

tiply

thr

ee n

umbe

rs t

oget

her.

Reco

gnis

e an

d us

e fa

ctor

pai

rs in

men

tal c

alcu

latio

ns.

Reco

gnis

e an

d us

e co

mm

utat

ivity

in m

enta

l cal

cula

tions

.

Mul

tiply

tw

o-di

git

num

bers

by

a on

e-di

git

num

ber.

Mul

tiply

thr

ee-d

igit

num

bers

by

a on

e-di

git

num

ber.

Solv

e pr

oble

ms

invo

lvin

g m

ultip

lyin

g an

d ad

ding

.

Solv

e in

tege

r sc

alin

g pr

oble

ms.

Solv

e co

rres

pond

ence

pro

blem

s.


opportunity

Year 4 Addition, subtraction, multiplication and division – assessment checklist

AAssessment

x www.prim-ed.com Prim-Ed Publishing Primary Maths

Year 4 Fractions (including decimals) – assessment checklist

Pupils’ namesRe

cogn

ise

and

show

fam

ilies

of

com

mon

equ

ival

ent

frac

tions

.

Coun

t up

and

dow

n in

hun

dred

ths.

Reco

gnis

e th

at h

undr

edth

s ar

ise

whe

n di

vidi

ng a

n ob

ject

by

one

hun

dred

and

div

idin

g te

nths

by

ten.

Solv

e pr

oble

ms

invo

lvin

g in

crea

sing

ly h

arde

r fr

actio

ns.

Add

frac

tions

with

the

sam

e de

nom

inat

or.

Subt

ract

fra

ctio

ns w

ith t

he s

ame

deno

min

ator

.

Reco

gnis

e an

d w

rite

deci

mal

equ

ival

ents

of

any

num

ber

of

tent

hs o

r hu

ndre

dths

.

Reco

gnis

e an

d w

rite

deci

mal

equ

ival

ents

to

1 ⁄4, 1 ⁄2

, 3 ⁄4.

Find

the

eff

ect

of d

ivid

ing

a on

e- o

r tw

o-di

git

num

ber

by

10 o

r 10

0.

Iden

tify

the

valu

e of

dig

its a

s on

es, t

enth

s or

hun

dred

ths.

Roun

d de

cim

als

with

one

dec

imal

pla

ce t

o th

e ne

ares

t w

hole

num

ber.

Com

pare

num

bers

with

the

sam

e nu

mbe

r of

dec

imal

pla

ces

up t

o tw

o de

cim

al p

lace

s.

Solv

e si

mpl

e m

easu

re p

robl

ems

invo

lvin

g fr

actio

ns a

nd

deci

mal

s to

tw

o de

cim

al p

lace

s.

Solv

e si

mpl

e m

oney

pro

blem

s in

volv

ing

frac

tions

and

de

cim

als

to t

wo

deci

mal

pla

ces.


opportunity

Primary Maths Prim-Ed Publishing www.prim-ed.com xi

Thousands Hundreds Tens Ones

Place value mat

Teacher resources

xii www.prim-ed.com Prim-Ed Publishing Primary Maths

✄

Thousands(1000)

Hundreds(100)

Tens(10)

Ones(1)

• Tenths(1⁄10)

Hundredths(1⁄100)

Thousands(1000)

Hundreds(100)

Tens(10)

Ones(1)

• Tenths(1⁄10)

Hundredths(1⁄100)

Place value mat

Teacher resources

Primary Maths Prim-Ed Publishing www.prim-ed.com xiii

Number lines

Fraction chart

Teacher resources

xiv www.prim-ed.com Prim-Ed Publishing Primary Maths

100 chart

0 – 99 chart

Teacher resources

Primary Maths Prim-Ed Publishing www.prim-ed.com xv

Multiplication facts

Multiplication facts

Teacher resources

xvi www.prim-ed.com Prim-Ed Publishing Primary Maths

Venn and Carroll diagrams

Teacher resources

Primary Maths Prim-Ed Publishing www.prim-ed.com xvii

Bingo cards (blank)

Teacher resources

TEACHER INFORMATIONN

Number

FRACTIONS (INCLUDING DECIMALS)

126 www.prim-ed.com Prim-Ed Publishing Primary Maths

Objective• Solvesimplemeasureproblemsinvolvingfractionsanddecimalstotwodecimalplaces.

Additional activities suitable for developing the objective• Orderdecimals0.01-0.99fromsmallesttolargest,

andviceversa.

• Convertpoundstopenceandmetrestocentimetresandviceversa.

• Roundmeasurestothenearestwholeunit;forexample,tothenearestpound/metre/kilogram/litre.

• Ordermeasuresfromsmallesttolargestandviceversa.

• Answerwrittenwordproblemswhichinvolvemixedunits(£/pandm/cm);forexample,Justinehas£3.85.ShegivesCarla25p.HowmuchdoesJustinehaveleft?

Answers1. (a)1.25m (b)2.13m (c)4.30m(or4.3m) (d)2.78m (e)3.42m (f)5.99m

2. (a)3m10cm (b)1m80cm (c)2m20cm (d)5m4cm (e)7m20cm (f)4m10cm

3. (a)Ross,1.08 (b)Andrew,1.17 (c)Mark,1.23 (d)James,1.29 (e)Jack,1.36 (f)Luke,1.40 (g)Alex,1.54 (h)Adam,2.00

4. (a)3kg (b)6L (c)6m (d)3kg (e)10L (f)16m

Challenge:Teachercheck

Oral work and mental calculation• Usethevocabulary:fraction, decimal, decimal

fraction, decimal point, decimal place, equivalent, tenths, hundredths.

• Respondtooralquestions;forexample,Whatdoesthe5in3.56represent?The6?

• Orderdecimals0.01-0.99fromsmallesttolargest,andviceversa.



• Discusswhichisheavier/lighter,3.5kgor6.5kg?

• Discusswhichislonger/shorter,5.25mor5.52m?


Interactive whiteboard activityInteractivewhiteboardactivityavailabletosupportthiscopymaster.Visitwww.prim-ed.com.

Main teaching activityMeasuresanddecimals(page127)

NNumber

Objective

Primary Maths Prim-Ed Publishing www.prim-ed.com 127

MEASURES AND DECIMALS

Demonstrates understanding of the use of decimals in measurement units.

CHALLENGE

Length can be recorded using decimals.

For example, 1 m and 34 cm = 1.34 m.

1. Writethesemeasurementsindecimalnumbers.

(a) 1m25cm= m (b) 2m13cm= m (c)4m30cm= m

(d) 2m78cm= m (e) 3m42cm= m (f) 5m99cm= m

2. Writethesedecimalsinmetresandcentimetres.

(a) 3.10m= m cm (b) 1.80m= m cm

(c) 2.20m= m cm (d) 5.04m= m cm

(e) 7.20m= m cm (f) 4.10m= m cm

3. Whenrecordingtimeduringraces,decimalpointsareused.Herearesomesprintracingtimes.Orderthemfromthequickest(leasttimetaken)totheslowest(mosttimetaken)times.

On the back of the sheet, measure and record the height of five of your friends in metres and centimetres, using decimal points. Who is the tallest? Write their names in order from tallest to shortest.

(a) 1st

(b) 2nd

(c) 3rd

(d) 4th

(e) 5th

(f) 6th

(g) 7th

(h) 8th

Mark – 1.23 minutes

Ross – 1.08 minutes

Alex – 1.54 minutes

Jack – 1.36 minutes

Andrew – 1.17 minutes

Luke – 1.40 minutes

Adam – 2.00 minutes

James – 1.29 minutes

4. Roundthesemeasurementstothenearestwholeunit.

(a) 2.55kg=2kgor 3 kg ? (b) 6.25L=6Lor7L?

(c) 5.70m=5mor6m? (d) 2.90kg=2kgor3kg?

(e) 10.25L=10Lor11L? (f) 16.07m=16mor17m?


Number



Objective• Solvesimplemoneyproblemsinvolvingfractionsanddecimalstotwodecimalplaces.

Additional activities suitable for developing the objective• Orderdecimals0.01-0.99fromsmallesttolargest,

andviceversa.




• Answerwrittenwordproblemswhichinvolvemixedunits(£/pandm/cm);forexample,Justinehas£3.85.ShegivesCarla25p.HowmuchdoesJustinehaveleft?

Answers1. (a)£1.20 (b)£3.90 (c)£2.40 (d)£4.10 (e)£5.30 (f)£8.70 (g)£9.90 (h)£2.55 (i)£6.05

2. (a)160p (b)250p (c)437p (d)501p (e)610p (f)79p (g)949p (h)1050p (i)520p

3. (a)£1.20,£2.85,£3.50 (b)£8.09,£8.90,£8.99 (c)£0.24,£5.24,£5.42 (d)£0.35,£1.35,£10.35

4. (a)£1.00 (b)£6.00 (c)£1.00 (d)£5.00 (e)£2.00 (f)£10.00 (g)£6.00 (h)£10.00 (i)£19.00 (j)£24.00 (k)£61.00 (l)£89.00

Challenge:Teachercheck

Oral work and mental calculation• Usethevocabulary:fraction, decimal, decimal

fraction, decimal point, decimal place, equivalent, tenths, hundredths.

• Respondtooralquestions;forexample,Whatdoesthe5in3.56represent?The6?

• Orderdecimals0.01-0.99fromsmallesttolargest,andviceversa.



• Discusswhichisheavier/lighter,3.5kgor6.5kg?

• Discusswhichislonger/shorter,5.25mor5.52m?



Main teaching activityMoneyanddecimals(page129)

NNumber

Objectives


MONEY AND DECIMALS

• Orders and rounds money. • Converts pounds to pence and vice versa.

CHALLENGE

Name three places where you might see decimal numbers.

, ,

Amounts of money are represented in whole pounds and pence.

For example, 153p = £1.53

1. Changethesepenceintopoundamounts.

(a) 120p= (b) 390p= (c) 240p=

(d) 410p= (e) 530p= (f) 870p=

(g) 990p= (h) 255p= (i) 605p=

2. Changethesepoundamountsintopence.

(a) £1.60= (b) £2.50= (c) £4.37=

(d) £5.01= (e) £6.10= (f) £0.79=

(g) £9.49= (h) £10.50= (i) £5.20=

3. Writetheseamountsofmoneyfromsmallesttolargest.

(a) £3.50,£2.85,£1.20

, ,

(c) £5.24,£0.24,£5.42

, ,

(b) £8.99,£8.09,£8.90

, ,

(d) £1.35,£10.35,£0.35

, ,

4. Roundthesesumsofmoneytothenearestpound.

(a) £1.47=£1.00 or£2.00?

(c) £1.25=£1.00or£2.00?

(e) £2.12=£2.00or£3.00?

(g) £5.80=£5.00or£6.00?

(i) £18.78=£18.00or£19.00?

(k) £61.32=£61.00or£62.00?

(b) £6.42=£6.00or£7.00?

(d) £4.53=£4.00or£5.00?

(f) £9.98=£9.00or£10.00?

(h) £10.10=£10.00or£11.00?

(j) £23.64=£23.00or£24.00?

(l) £89.01=£89.00or£90.00?


Number



Objective• Solvesimplemoneyproblemsinvolvingfractionsanddecimalstotwodecimalplaces.

Additional activities suitable for developing the objective• Matchcardswithamountswritteninpounds

tocorrespondingcardswiththesameamountswritteninpence.

• Solve‘reallife’andmoneywordproblemswithone-step.Extendtowordproblemswithtwo-steps.

• Solvemoneywordproblemsthatinvolvesimplefractions;forexample,Tinaspenthalfofher£12savingsonadoll.Howmuchdidshespend?

• Writeone-andtwo-step‘reallife’andmoneywordproblemsforapartnertosolve.Puttheproblemsintoabookandgivethemtoanotherclasstosolve.

Answers1. (a)£3.00,£2.00 (b)80p,20p (c)£4.20,80p (d)£2.50,50p

2. (a)125p (b)279p (c)520p (d)£7.90 (e)£4.05 (f)£10.24

3. (a)£1.80 (b)£1.30 (c)£3.30 (d)£4.20

Challenge: £4.10,90p

Oral work and mental calculation• Usethevocabulary:add, subtract, multiply, divide,

money, coin, pound, pence, price, cost, cheap, expensive, total, change.

• Orallyconvertpoundstopence,andviceversa.

• Discusssimplewordproblemsbasedon‘reallife’andmoney.Discussmethodsofworkingthemoutandgivetheanswer.


Main teaching activityMoneyproblems(page131)

NNumber

Objective


MONEY PROBLEMS

Chooses appropriate methods to solve problems involving money.

How much would it cost if you bought one of each item from the newsagent in Question 1? How much change would you receive from £5.00?

1. Lookatthenewsagentitemsbelow.Workoutthecostandchangetobegiven.

Howmuchwoulditcosttobuy…

(a) 3exercisebooks? changefrom£5.00

(b) 2pencils? changefrom£1.00

(c) 10pencilsand1eraser? changefrom£5.00

(d) apacketofmarkersand1pencilsharpener? changefrom£3.00

2. Convertthepoundstopenceandthepencetopounds.

(a) £1.25= p (b) £2.79= p (c) £5.20= p

(d) 790p=£ (e) 405p=£ (f) 1024p=£

3. Solvethesemoneywordproblems.

(a) Matthewhad£5.00.Ifhespent£3.20onlunch,howmuchmoneydoeshehaveleft?

(b) Lizhad£5.00.Ifshespent£2.50onanewpencilcaseand£1.20onanewpen,howmuchmoneydoesshehaveleft?

(c) Mumboughtthreeloavesofbreadfor£1.10each.

Howmuchdidtheloavescostheraltogether?

(d) Dadhas£12.60.Hesharesitequallybetweenhisthreechildren.

Howmuchdoeseachchildreceive?

CHALLENGE

PRIMARY MATHS - Prim-ed - F… · · 2015-03-23PRIMARY MATHS Year 4 Book 1 of 2 Resources and...

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