tm mp space cover - blake education · 2009-07-30 · space3d • overview 21 •...

TargetingMaths

Middle Primary

Graded activitiesthat target allMaths topics

Space

Over90 BLMs

ii

Targeting Maths: Middle Primary: SpaceCopyright © 2000 Blake EducationReprinted 2004ISBN 1 86509 864 7

Published by Blake EducationLocked bag 2022Glebe NSW 2037(02) 8585 4085

Series editor: GardaTurnerDesigned and typeset by MAPGPrinted in Singapore by Green Giant PressMaterial can be reproduced from this book for educational purposes withinthe school or institution which purchased the original copy.

Copying for Educational Purposes

The purchasing educational institution and its staff have the right to makecopies of the whole or part of this book, beyond their rights under theAustralian Copyright Act 1968 (the Act), provided that:

1. the number of copies does not exceed the number reasonably required bythe educational institution to satisfy its teaching purposes;

2. copies are made only by reprographic means (photocopying), not byelectronic/digital means, and not stored or transmitted;

3. copies are not sold or lent;4. every copy made clearly shows the footnote (eg ‘© Blake Education 2000.

This sheet may be photocopied for non-commercial classroom use’).

Any copying of this book by an educational institution or its staff outside of thisblackline master licence may fall within the educational statutory licence underthe Act.

For details of the CAL licence for educational institutions contact:Copyright Agency LimitedLevel 19, 157 Liverpool StreetSydney NSW 2000Telephone: (02) 9394 7600Facsimile: (02) 9394 7601Email: [email protected]

Copying by others

Except as otherwise permitted by this blackline master licence or under the Act(for example, any fair dealing for the purposes of study, research, criticism orreview) no part of this book may be reproduced, stored in a retrieval system, ortransmitted in any form or by any means without prior written permission. Allinquiries should be made to the publisher at the address above.

IntroductionTargeting MathsTargeting Maths is a comprehensive resource for primary schools.It has been developed so that teachers can find activities andphotocopiable pages for all areas of the primary maths curriculum.

The structure of the complete seriesThe twelve books in the series cover all aspects of the mathscurriculum in an easy to access format. Each level of primary schooling— lower, middle and upper—has four books: Numeration and Fractions;Operations and Number Patterns; Space; Measurement. Each topic inthe books is covered by one or more units that are progressive in level.You are able to find resources for all your students whatever theirability. This enables you to differentiate for different ability groups,within your class. It also allows you to quickly find wordsheets atdifferent levels for remediation and extension.

The structure of this bookThis book contains topics covering Space: Space 2D; Space 3D;Position, Mapping and Transformation; Graphs; Chance and Data. Eachtopic is covered by two complete units of work.

The structure of each unitEach unit is complete in itself. It begins with a list of outcomeindicators, resources needed, mathematical language used and adescription of each blackline master. This is followed by suggestedstudent activities to reinforce learning. The six photocopiable pagescover different aspects of the topic in a progressive nature and allanswers are included. Each nine page unit includes an assessmentpage. These assessment pages are an important resource inthemselves as teachers can use them to find out what their studentsknow about a new topic. They can also be used for assessing specificoutcomes when clear feedback is needed. Each topic has an activitypage which contains a game or activity which further explores the topicin a fun way.

iv

ContentsIntroduction iv

Targeting Maths Topic Paths v

Middle Primary Overview • Space vi• Operations and Number patterns vii• Numeration and Fractions viii• Measurement ix

Merit Certificates x

Space 2D • Overview 1• Unit 1 –— regular and irregular shapes, quadrilaterals 2• Unit 2 –— angles, symmetry, parallel lines 12

Space 3D • Overview 21• Unit 1 –— naming 3D shapes, faces, edges, corners 22• Unit 2 –— prisms, views and cross-sections 32

Position, Mapping and Transformation• Overview 41• Unit 1 –— coordinates, paths and maps 42• Unit 2 –— axes of symmetry, flip, slide, turn 52

Graphs • Overview 61• Unit 1 –— recording information, tally marks, picture graphs 62• Unit 2 –— column, line, pie and bar graphs 72

Chance and data • Overview 81• Unit 1 –— possible, impossible, likely, certain, combinations 82• Unit 2 –— data, predictions, chance, experiments 92

Nets of 3D shapes • Cube 103• Rectangular prism 104• Triangular prism 105• Square-based pyramid 106• Triangular-based pyramid 107• Pentagonal-based pyramid 108• Cylinder 109• Cone 110

The Position and Mapping unit uses thelanguage of position on a number ofexercises. Students follow directions, drawpaths and maps, and use coordinates tolocate specific items on grids.There is a fundot-to-dot page as well as activities ondrawing paths and finding coordinates. Oneassessment page is included.

TheTransformation unit explores symmetryand making patterns through flipping,sliding and turning.Tangram patterns areused to make pictures and lines ofsymmetry are drawn and counted.Two funactivity pages explore transformations andsymmetry.There is one assessment page.

POSITION, MAPPINGAND TRANSFORMATION

41

42

POSITION ANDMAPPING

UNIT 1DirectionsMapsCoordinatesDot-to-dotPosition

Assessment outcomesA student:

• describes the position of objects in relation toone another and uses simple maps andinformal grids to represent this relationship.

• uses directional language in describinglocation.

• visualises and tests the effect of following asimple sequence of movements.

• notes order and proximity on maps.

• checks whether answers to problems arecorrect and sensible.

LanguageNorth, South, East, West, direction, instructions,position, map, coordinates, dot-to-dot, locating

Materials/resourcespencils, rulers, coloured pencils

* Materials needed for each BLM

1 Simple directions – recognising position anddirections; following simple directions.

2 Following directions – colouring a pathway;following directions to find position.

3 Reading maps – giving directions from Point Ato Point B; drawing maps.* coloured pencils

4 Position on maps – locating position on maps,coordinate points.

5 Map coordinates – locating position on maps,coordinate points.

6 Dot-to-dot – completing a dot-to-dot maze;creating your own dot-to-dot.* coloured pencils

7 Assessment* coloured pencils

8 Activity – drawing paths and solving a riddle.

Before starting ensure that each student:

* has a sharp B or 2B pencil.

* develops the habit of checking.

* reads questions twice to avoid simplemistakes.

* knows the major compass points.

BLM Content

Remember*

*

MIDDLE PRIMARY

43

BLM 11 a left b in c next to d right

e beside the hut2 a A b G c V d L

BLM 21 Teacher to check.2 a Tim b Kate c Greg

d Back row, right corner

BLM 3Teacher to check.

BLM 41 a C4 b E3 c B3 d G5

e G2 f G42 a Mount Isle b Pitt Town

c Emu Wharf d Point Changee St Beach f Freeway Ocean

BLM 51 a Glenmore Valley b Pine Pt

c Blue Mountain d Forest Waye Logan Lookout f Wing Point

2 a B4 b G3 c D6 d F5e F6 f D2

3 a Timmins b West c Eastd East e Northwest

BLM 6Teacher to check.

BLM 71 a F b J c T d H2 3 right, 2 down, 2 right, 2 up, 3 right, 3 down,

2 right3 a C2 b D5 c I2 d B34 Teacher to check map locations.

BLM 81 Teacher to check.2 Man, have I got problems.

� Students use the street directory to find theirsuburb and home address. Using the streetdirectory they can follow the streets to theirschool.

� Students write directions from their desks intheir classroom to a secret location.e.g. 3 steps forward, 10 steps to the right.Theythen give the instructions to a friend to see ifthey end up at the secret location.

� Children collect different maps to show thatthere are many ways of mapping locations.e.g. navigation, sailing maps, road maps,house plans etc.

� Students draw maps of their houses andconcentrate on floor plans.

Additional Activities ANSWERS

© Blake Education Targeting Maths. This page may be reproduced for classroom use.

44

Name 0000000000000000000000000000000000Date 00000000

Outcome • Describes the position of objects in relation to one another and uses simple maps and informal grids torepresent this relationship.

SIMPLE DIRECTIONS

BLM 1

1 Circle the correct word in each sentence so that it relates to the picture.

a The hut is on the left/right side of the creek.

b The fish are in/on/beside the creek.

c The hut is next to/far away from the creek.

d The tree is on the right/left side of the creek.

e The girl is standing on top of/beside the hut.

2 Follow the directions to find the letters.

a The bottom row, third from the left. 000000

b Top row, 2nd from the right. 000000

c 2nd row from the bottom, third from the right. 000000

d Third row from the bottom, fourth from the left. 000000

A B C D E F G H

I J K L M N O P

Q R S T U V W X

Y Z A B C D E F


45

1 a Follow the directions and colour your path from home to school.

3 forward, 2 down, 4 right, 1 down, 2 left, 4 down, 6 right.

b Write the directions for the path that has been marked with an ‘X’.

0000000000000000000000000000000000000000000000000000000000000000000000

0000000000000000000000000000000000000000000000000000000000000000000000

0000000000000000000000000000000000000000000000000000000000000000000000

2 Look at the map of this classroom. Answer the following questions.

a Who sits directly in front of the teacher? 000000000000000000

b Who sits in the back row, 2nd from the left? 000000000000000000

c Who sits in the second row in the centre? 000000000000000000

d Write the position of Bob’s seat? 000000

Name 0000000000000000000000000000000000Date 00000000

FOLLOWINGDIRECTIONS

BLM2

Outcome • Uses directional language in describing location.

X

X

X X

X

X X X X X X X X

X X X

X X X X X

X

home

school

Tom Kate Dee Scott Bob

Lee Kirst Greg Gillian Joe

Steve John Tim Betty Jim

BACK

Teacher


46

1 Colour 2 paths from home to the supermarket. Write the directions for theshorter path.

00000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000

2 Draw a map of how you get to school.

Name 0000000000000000000000000000000000Date 00000000

READING MAPS

BLM3

Outcome • Uses directional language in describing location.

LITTLE ROAD

BRIDGE STREET

RED LANE

RIDGE STREET

BLU

EAVE

HUNTER AVE

WOLS

ELE

YROAD

BRIDGE

STR

EET

HIGH

STR

EET


47Outcome • Notes order and proximity on maps.

Name 0000000000000000000000000000000000Date 00000000

POSITION ON MAPS

BLM4

1 Give the position coordinates for the following locations on Emu Island.a Leonay Lookout 0000000000 b Hunter Lodge 0000000000

c Sunset Lodge 0000000000 d Beach Hut 0000000000

e Fitch Pt 0000000000 f Bluegum Lagoon 0000000000

2 What is located at the following points?a D2 00000000000000000000 b B5 00000000000000000000

c F5 00000000000000000000 d E4 00000000000000000000

e B2 00000000000000000000 f H4 00000000000000000000

PittTown

LeonayLookout Point

Change

HunterLodge

MountIsle

EmuWharf

BluegumLagoon Freeway

Ocean

Fitch Pt

BeachHut

SunsetLodge

St Beach


48

Name 0000000000000000000000000000000000Date 00000000

MAP COORDINATES

BLM 5

Outcome • Notes order and proximity on maps.

1 Name the places at these coordinates.a D4 00000000000000000000 b G2 00000000000000000000

c I4 00000000000000000000 d G5 00000000000000000000

e B6 00000000000000000000 f I6 00000000000000000000

2 Give the coordinates for the following places.a Sunset Inlet 0000000000 b Corin Plain 0000000000

c Mount Neale 0000000000 d Star Lodge 0000000000

e Holiday Inn 0000000000 f Star Island 0000000000

3 a What is the most northerly town on the map? 0000000000

b What direction is Star Island from Pine Pt? 0000000000

c What direction is Blue Mountain from Glenmore Valley? 0000000000

d What direction is Logan lookout from Forest Way? 0000000000

Timmins

LoganLookout

MountNeale

HolidayInn

StarLodge

ForestWayGlenmore

ValleySunsetInlet

StarIsland

WingPoint

CorinPlain

Pine Pt

BlueMountain


49Outcome • Visualises and tests the effect of following a simple sequence of movement.

Name 0000000000000000000000000000000000Date 00000000

DOT—TO — DOT

BLM6

1 Join the dots and colour.

2 Make your own dot-to-dot and ask a friend to complete the picture.


50

Name 0000000000000000000000000000000000Date 00000000

POSITION ANDMAPPING

ASSESSMENT BLM7

1 Which letter is found in the following positions?

a Top row, third from the right 00000000

b 2nd row, 2nd from the left 00000000

c Bottom row, 5th from the right 00000000

d Top row, right corner 00000000

2 Write the directions for the path marked with an ‘X’.

00000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000

3

Give the coordinates for the following locations on the map.a McLean Mountain 00000000 b Eva Lookout 00000000

c Lighthouse 00000000 d Byron Ridge 00000000

4 Insert these locations on the map.a E3, Small Town b G2, Turner Lake c H4, High Village

a b c d e f g h

i j k l m n o p

q r s t u v w x

x x x x x x x

x x x

x x x x

x x x

ByronRidge

McLeanMountain

EvaLookout

Lighthouse

Start

Finish


51

Name 0000000000000000000000000000000000Date 00000000

POSITION ANDMAPPING

ACTIVITY PAGE BLM8

Start at the dot to draw this path.Go up 7, right 4, down 1, left 3,down 2, right 2, down 1, left 2,down 2, right 3, down 1, left 4.

Draw a simple path on this grid.Describe it to a friend who musttry to draw it.

Complete the riddle below by matching the letters on the grid with the clues.

WHAT DIDONE

MATHS BOOKSAY TO

THE OTHER?

“(3, F) (7, D) (9, G)

,(1, C) (12, C) (3, B) (4, G) (11, H) (13, E) (10, E) (6, H)

(5, C) (1, G) (8, A) (3, D) (13, G) (6, F) (13, A) (9, B)”

A A S R D T C X Q W I W I IR F B E V Z E P N F G H L JD E M U T E O B Z H U V J WU E D A K O J X I O Q R G XM Y B X O G A H P J K S D KH L L Q P L M N C C I A L MN T V X V G D Z S H Y X V NO U E V U F W O Q Z W P M O

H

G

F

E

D

C

B

A

1 2 3 4 5 6 7 8 9 10 11 12 13 14

1

2

mbond

Approved

Targeting Maths

Measurement

TargetingMaths

Upper PrimaryOver90 BLMs


Measurement

TargetingMaths

Lower PrimaryOver90 BLMs


TargetingMaths

Middle PrimaryGraded activities

that target allMaths topics

Over90 BLMs

Measurement

Numeration and Fractions

TargetingMaths



TargetingMaths




TargetingMaths

Middle PrimaryGraded activities

that target allMaths topics

Over90 BLMs


Operations andNumber Patterns

TargetingMaths




TargetingMaths




TargetingMaths

Middle PrimaryOver90 BLMs


Space

TargetingMaths



Space

TargetingMaths



TargetingMaths

Middle Primary


Space

Over90 BLMs

The Targeting Maths Series is a comprehensive resource for primary schools. It has beendesigned to provide busy teachers with all the additional material they need when teaching math-ematics. All aspects of the primary mathematics curriculum are covered in this twelve book series.With Targeting Maths, teachers can easily find student activities, reproducible pages and assess-ment ideas for every mathematical topic or concept.

Each topic is covered by one or more units of work which are progressive in level. Each unit startswith two teaching pages that include outcomes, language and materials needed. This is followedby a description of the six blackline masters and all their answers. There are activities and exercis-es for extension as well as reinforcement and practice, plus high interest activities and games.Each unit ends with an assessment page, which is a valuable teaching resource in itself. They canbe used to assess specific outcomes or as a pre-test to discover levels of student understanding.

There are four books at each level—Lower, Middle and Upper Primary.

tm mp space cover - blake education · 2009-07-30 · space3d • overview 21 •...

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